MASTERY 

GRAMMAR GUIDES 

BOOK TWO 


BY 

ERMA PIXLEY 

* 1 

AND 

MARY FRASHER 


Name _ 
School _ 

Grade _ 

Teacher. 


Date 


D. C. HEATH AND COMPANY 

BOSTON • NEW YORK • CHICAGO • ATLANTA 


SAN FRANCISCO 


DALLAS 


LONDON 















Contents 


UNIT 3 


UNIT 4 


UNIT 5 


LESSON PAGE 

LESSON PAGE 

LESSON PAGE 

1. Sentence Structure.1 

1. 

Kinds of Pronouns. 

30 

1. Clauses. 

50 

2. The Compound Sentence ... 2 

2. 

Personal Pronouns. 

31 

2. Principal and Subordinate Clauses 51 

3. Common Uses of the Noun and 

3. 

Number of Nouns and Pronouns 32 

3. Subordinate Clauses . 

52 

Pronoun . 3 

4. 

Gender of Nouns and Pronouns . 

33 

4. Relative Pronouns. 

53 

4. Compound Uses of the Noun . . 5 

5. 

Nominative Case. 

34 

5. Adjective Clauses 

54 

5. The Indirect Object .... 7 

6. 

Objective Case. 

35 

6. Subordinate Conjunctions. 

55 

6. Diagramming the Indirect Object 8 

7. 

Possessive Case. 

36 

7. Subordinate Conjunctions. 

56 

7. The Possessive Modifier . . .10 

8. 

Review of Properties of Nouns 


8. Adverbial Clauses. 

57 

8. Nouns Used Independently . .11 


and Pronouns. 

37 

9. Adverbial Clauses. 

58 

9. Nouns in Apposition . . . .13 

9. 

Declension of Personal Pronouns 38 

10. Adjective and Adverbial Clauses. 

59 

10. Diagramming Nouns in Apposi- 

10. 

The Antecedent of a Pronoun 

39 

11. Noun Clauses As the Subject. 

61 

tion.14 

11. 

Agreement of a Pronoun with Its 


12. Noun Clauses As the Complement 62 

11. General Study of Uses of the Noun 16 


Antecedent. 

40 

13. General Study of Noun Clauses . 

64 

12. Capitalization and Punctuation. 17 

12. 

Correct Use of Case .... 

41 

14. General Study of Subordinate 


13. Punctuation of Appositives . . 18 

13. 

Correct Use of Personal Pronouns 42 

Clauses . 

66 

14. Punctuation of Quotations . . 19 


Daily Drill. 

43 

15. Simple and Compound Sentences 68 

15. Dates and Addresses; Parentheti- 


Supplementary Sentences . . 

44 

16. Complex Sentences. 

69 

cal Expressions ..... 20 


Unit Tests. 

45 

17. Use of Comma with Introductory 


Daily Drill.21 




Subordinate Clauses. 

71 

Supplementary Sentences ... 23 




Daily Drill. 

72 

Unit Tests.25 




Supplementary Sentences . 

73 





Unit Tests. 

75 


To the Pupil 


These lessons can make grammar so easy for you that 
you will enjoy every bit of it if you will do just what 
they tell you to. Even if you have had difficulty with 
grammar, don’t be discouraged. You need never have 
any difficulty again if you will do just as you are 
told. 

The first thing to do is to find out the things you need 
to learn; so ask your teacher for a test, and she will tell 
you about the work. Be sure to find out all about it 
and why you are doing it. That will make it much 
easier for you. 

On the inside of the back cover you will find your 
Progress Card. There you will check the things that 
your test has shown that you know. Above your 
Progress Card is a Test Chart. You will find there a 
list of all the things in your test. Find the things on 
your Test Chart that you did not know. Opposite 
each item you will find the number of the lesson in 
which you can learn about it. Copy on a piece of note 
paper the lessons you need to study and start right in 
to work. 

At the top of each page you will find the explanation 
of the lesson. Below the explanation you will find the 
work that you are to do. Study the explanation care¬ 
fully. Then do the work by following the directions 
exactly. 


Sometimes you may need help from your teacher. 
However, if your teacher cannot help you immediately, 
do not sit idle and waste your time. Try the next 
sentence; then try the next, or else study the definitions 
in the Daily Drill which you will find at the close of 
each unit. You have no idea of the progress you can 
make if you do your part. Your part is to work 
honestly and sincerely. 

In taking up a lesson containing a new idea, repeat 
the subject of the lesson several times so that you will 
get it fixed in your mind. Read your lesson carefully, 
because you can never do the work assigned unless you 
know what it is all about. 

Work quietly and calmly. Do not be troubled if 
you do not understand everything at once. Always 
go just as far as you can with a sentence, and then you 
will often discover that you can go a little farther. It 
is a wonderful thing to discover that you can really 
master things by yourself. 

You may w r ork along for several days and seem to be 
making no progress. Then suddenly it will all become 
clear to you in a flash. But remember that this does 
not happen unless you have honestly tried. 

Now you are ready to start. Work hard. Remem¬ 
ber that you are bound to succeed if you follow instruc¬ 
tions and honestly try. 


Copyright, 1930, by Erma Pixley and Mary Frasher 

©CIA 25587 


PRINTED IN U. S. A. 
























Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 1 
Sentence Structure 


The writing or building of correct sentences is called 
sentence structure. Even if you already write correct 
sentences, it will be an advantage to you to know the 
principles underlying sentence structure. 

The first two things to learn are these: 

1. A sentence is a group of words expressing a com¬ 
plete thought. 

It is very important to be able to tell whether a group 
of words is a complete thought. If it states a fact, asks 
a question, or gives a command, it is a sentence. 

2. If a group of words does not make a complete 
thought, it must be joined to some other group that 
will complete the meaning, or words must be added to 
complete the meaning. 


Examples: 1. (a) Incomplete thought: 

Waving in the air, towering high above the 
buildings of the city. 

(b) Complete thought: 

The flag was waving in the air, towering high 
above the buildings of the city. 

2. (a) Incomplete thought: 

Whenever I see a large white farmhouse with 
gray gables. 

( b ) Complete thought: 

Whenever I see a large white farmhouse with 
gray gables, I think of my old home. 


Some of the groups of words below express complete thoughts; others do not. Before each one that expresses 
a complete thought put a cross (x). 

Find each group of words that does not express a complete thought. Think of words that will complete the 
thought and write the entire sentence in the space to the right. 


Corrected Sentences 

1. Enclosing two dollars to pay for a year’s subscrip¬ 
tion to Boy’s Life. 

2. The thing which I admire about him most. 

3. I shall try to give a description of my ideal girl. 

4. He had been working on an invention for about two 
years. 

5. A few weeks after the grand opening which occurred 
on June 21. 

6. On a frosty morning when the first business man set 
foot on the main street in Hayleville. 

7. He replied that he had finished all his work. 

8. The chief topic of conversation all week throughout 
the town. 

9. Going back to some work which he had intended to 
finish the night before. 

10. Having worked on the sentences for an hour. 

11. The teacher explained the work to the visitor. 

12. Pulled the sheet farther up over his head and turn¬ 
ing over for another nap. 

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Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 2 
The Compound Sentence 


After you have learned to recognize complete 
thoughts, the next step is to understand the compound 
sentence. 

The compound sentence was carefully explained in 
Unit II, but we shall review it briefly in this lesson. 

When two or more separate and distinct thoughts are 
combined to make one sentence, it is called a compound 
sentence. One of the important things to know in 
sentence structure is how to connect these thoughts 
correctly. 

There are two ways in which the thoughts of a com¬ 
pound sentence may be properly connected: 


1. By the semicolon (;). 

Example: The first part of the vacation we worked at 
home; during the last part we took a trip to the 
mountains. 

2. By a conjunction preceded by a comma (,). 

Example: The first part of the vacation we worked at 
home, but during the last part we took a trip to 
the mountains. 

Never connect separate and distinct thoughts by a 
comma only. 


Each of the sentences below contains two or more separate and distinct thoughts. In some of the sentences 
the thoughts are connected properly; in some they are not. Find the sentences that are written correctly and place 
a C (for “Correct”) before each of them. 

Study each of the remaining sentences and decide whether it would be better to connect its thoughts by a 
semicolon or a conjunction preceded by a comma,. Copy each of these sentences correctly in the space to the right. 

Corrected Sentences 


1. One of the speakers was Mr. Brown, who announced 
that he would answer any questions about the 
schools of long ago, and we were greatly interested 
in his replies. 

2. I asked him what subjects they studied he told me 
that they studied chiefly reading, writing, and 
arithmetic. 

3. Bees are very useful they carry seeds of flowers and 
plant them on their way to their hives. 

4. The native bee is a dozing bumble-bee who has 
learned nothing from experience, he starves in time 
of scarcity. 

5. In Salem many years ago there lived an old man who 
was very kind to his neighbors, and they loved him 
very much. 

6. It was now his turn to recite, quietly and calmly he 
walked to the front of the room. 

7. The highwayman came riding down the road in the 
moonlight, thinking only of his sweetheart, Bess, 
but suddenly he stopped with a start. 

8. Thereupon one of the committee stepped forward 
it was the venerable schoolmaster, again a cheer 
arose but the schoolmaster silenced it immediately. 

9. Once every year they hold a music and poetry 
contest the winner is put on a throne and is highly 
praised he has won the greatest honor in the school. 

[2] 










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Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 3 

Common Uses of the Noun and Pronoun 


Four common uses of the noun or pronoun are: 

1. As the subject. 

2. As a predicate nominative complement. 

3. As a direct object complement. 

4. As the object of a preposition. 

In Units I and II you learned a great deal about the 
subject and complements, but there are a few points 
yet to learn. One of them is this: Often the words 
this, that, these, and those are used as the subject or 
complement of a sentence. 

Example: That is he. 

If we say, “That man is he,” we know “man” is the 
subject. But if we drop the word “man” the sentence 
reads, “That is he.” The word “that” then becomes a 
pronoun, taking the place of the noun “man,” and is the 
subject of the verb “is”; “he” is the predicate nomina¬ 
tive complement, because “he” means the same person 
as the subject. 

The same thing is true in this sentence: “Those 
skates may be my skates.” If we drop the first noun, 
“skates,” the sentence reads, “Those may be my 
skates.” The word “those” then becomes a pronoun, 
taking the place of the noun “skates,” and is the subject 
of the verb “may be.” 


“It” is often used as the subject of a sentence. In a 
question like this, “Was it he?” we turn the sentence 
around to find the subject, saying, “It was he.” In 
that case, “it” is the subject and “he” is the predicate 
nominative complement, because “he” means the same 
person as “it” does. 

Never try to turn the sentence around if it is a state¬ 
ment. In this sentence, “It was he,” “it” is the subject 
and “he” the predicate nominative complement, be¬ 
cause “he” means the same person as the subject, “it.” 

You can see at a glance how easy it is to tell the use 
of nouns when you have diagrammed the sentence. 
Take for example the diagram of this sentence: “That 
book I sent to Bob yesterday.” 


s. 



D.O. 

I 

sent 

| book 



O.P. 
to |Bob 

jtha 



yesterday 



Above each noun or pronoun you will find its use 
marked. 


The following sentences contain nouns and pronouns used only in the four ways mentioned in this lesson: 
as subject (S.), predicate nominative (P. N.), direct object (D. O.), object of the preposition (O. P.). Use the 
spaces provided on the next page to diagram each sentence. 

After you have finished the diagramming, write above each noun or pronoun the abbreviation that indicates 
its use in the sentence. 

1. Did you see me at the circus? 6. 

2. Where did she get that lovely box of candy? 7. 

3. That man must have been the principal of the 

school. 8- 

4 It was I. 9. That may be she now. 

10. Some of us can go now. 


I spoke to him at the close of the period. 

These uses of the noun you will soon understand 
perfectly. 

That was she. 


5. Could that have been they? 


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Mastery Grammar Guides 


Unit 3, Lesson 3 

(< Continued) 


1 . 


6 . 


2 . 


7. 


3. 


8 . 


4. 


9. 


5. 


10 . 


[4] 

















Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 4 
Compound Uses of the Noun 


It is important to recognize the use of nouns and pro¬ 
nouns when two or more words are used as the subject, 
direct object, predicate nominative, or object of the 
preposition. 

In this sentence, “Bob and I are going to town,” 
“Bob” and “I” are the compound subject. Compound 
parts of the sentence are easily diagrammed. If you 
have a compound subject, draw a line for each subject 
and connect it to the main line. 

Example: 


Bob 


and 


are going 

I 


|to | town 


In this sentence, “I saw you and Harry at the thea¬ 
ter,” “you” and “Harry” are the compound direct 
object. 


In diagramming such a sentence, draw a line for each 
complement and connect these lines to the main line. 

you 


I 

saw 

and 


|at 

theater 

|the 

Harry 


In this sentence, “Bundles of papers and magazines 
were brought to school,” “papers” and “magazines” are 
the compound object of the preposition “of.” 

Here again, we draw a line for each object of the prep¬ 
osition and connect it to a main line. 


bundles 

were brought 




jto j school 



papers 



of | 

and 



magazines 


The following sentences contain nouns and pronouns used in these four different ways: as subject, predicate 
nominative, direct object, and object of the preposition. Some of the nouns and pronouns are italicized. In 
many cases there is a compound subject, complement, or object of a preposition. Diagram each sentence in the 
spaces provided on the next page. 

After you have finished the diagramming, write above each italicized noun or pronoun the abbreviation 


that shows its use in the sentence. 

1. She and Mary are now starting to Eagle Rock. 

2. Give your address to him, and me. 

3. These apples and bananas I found in the refrigerator. 

4. We have been friends and neighbors for seven years. 

5. Harry and Harriet are twins. 


6. Mr. Errickson and Mr. Prather had been partners 
for several months. 

7. Could that have been they? 

8. Those books and papers you should put in the cup¬ 
board. 

9. In France and England you will find many places 
of great beauty. 

10. Sit between Sarah and me. 


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Name 


Date 


Mastery Grammar Guides 
Unit 3, Lesson 4 

(< Continued) 


1 . 


6 . 


2 . 


7. 


3. 


8 . 


4. 


9. 


5. 


10 . 


[6] 
























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Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 5 

The Indirect Object 


In this lesson you will study a fifth use of the noun: as 
the indirect object. 

In this sentence, “I gave Tom an apple,” I gave the 
apple to whom or for whom? “Tom” is the answer; so 
we say “Tom” is the indirect object. 

The indirect object shows, without any preposition, 
to whom or for whom an action is done. 

In this sentence, “Bring Sarah and me your book,” 
you are to bring the book to whom or for whom? 
“Sarah” and “me” both answer the question; so we 
have two indirect objects. 

Notice that an indirect object must show without any 
preposition to whom or for whom an action is done. If 
there is a preposition, as in this sentence, “I gave an 
apple to the boy,” the noun or pronoun must be the 
object of the preposition; it cannot be the indirect 
object. 

An important thing about the indirect object is this: 
You can never find to whom or for whom an action is 
done until you have found the direct object (the per¬ 


son or thing that receives the action). Therefore, if 
there is no direct object, there can be no indirect object. 

Examples: 1. The man in the black hat ran rapidly down 
the street. 

There is no direct object in this sentence. Therefore, 
there can be no indirect object. 

2. James has been our gardener for many years. 

“Gardener” is a predicate nominative. There is no 
direct object. Therefore, there can be no indirect 
object. 

In the following sentence, however, “I gave the boy a 
sandwich,” “sandwich” is the direct object. 

We then ask, “I gave a sandwich to whom or for 
whom?” “Boy” is the answer; so “boy” must be the 
indirect object. 

Not every sentence that has a direct object has also 
an indirect object. A sentence has an indirect object 
only when there is some noun or pronoun that shows to 
whom or for whom the action is done. 


Many of the sentences below contain one or more 
indirect objects. 

1. Show Father your report card. 

2. Bob showed his report card to his father. 

3. Wire Margaret and Mildred the information at once. 

4. Bring me the morning paper, please. 

5. Elsa has been a pianist for years. 

6. Take them these books on your way to school. 

7. Tell Mother and Dorothy about your trip. 

8. Send George, Harry, and Walter copies of the report. 

9. All the arrangements have now been made. 

10. Last night our neighbor mowed his lawn. 

11. Telegraph the news to Grace. 


indirect objects; some do not. Underline each of the 

12. Mother wrote them a letter yesterday. 

13. The Badgers gave her financial assistance. 

14. Have you given Dr. Reeks a copy of the plans? 

15. Not all the members of the club could be present. 

16. Did you tell Alma and Grace the news? 

17. Isabel has gone to Wisconsin for a short visit with 
her father. 

18. This recipe for muffins I found in the Times one 
morning. 

19. Will you send Mother and Katherine the recipe? 

20. Yes, I shall gladly send them the recipe. 








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Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 6 
Diagramming the Indirect Object 


Diagramming the indirect object is very simple. 
Example: I gave the boy a sandwich. 


I 

gave 

| sandwich 


|x | boy 

l a 


jthe 



There are two things to remember in diagramming an 
indirect object: 

1. The indirect object is attached to the verb as if it 
were a prepositional phrase. 

2. The place where the preposition ordinarily occurs 
is marked with a cross (x). 

In this sentence, “I sent Mother and Dad a box of 
candy,” we have two indirect objects. 

We first diagram the subject, predicate, and com¬ 
plement. 

I sent | box 


Then we ask, “I sent box to whom or for whom?” 
“Mother” and “Dad” both answer the question; so 
they are both indirect objects. We draw a separate 
line for each indirect object, and the entire sentence is 
diagrammed as follows: 


I 

sent 

|box 



Mother 

a 




of | candy 


x | 

and 




Dad 



Example: They brought her a lovely shawl. 


they 

brought 

D.O. 

| shawl 



I.O. 
x | her 

a 

lovely 


The following sentences contain certain nouns and pronouns that are italicized. Each of these italicized 
words is used in one of these five ways: as subject, predicate nominative, direct object, object of the preposition, 
indirect object (I. O.). Diagram the sentences in the spaces provided on the next page. 

After you have finished the diagramming, find the location of each italicized word in the diagram. Then 
write above each of these words the abbreviation that shows its use in the sentence. 

1. Did you lend him your eraser? 6. Send me your address. 


2. The tall boy walked rapidly down the street. 7. Beside him quietly sat the little girl. 


3. She gave her friend a basket of flowers at Christmas g g en( j Ellen and her a copy of the paper, 
time. 


4. That song she had sung to the children before. 


9. The governor handed the secretary his report. 


5. Give him your book now. 


10. Will you tell Mrs. Dennis your name? 






























Name 


Date 


Mastery Grammar Guides 
Unit 3, Lesson 6 

( Continued) 


1 . 


6 . 


2 . 


7. 


> 


3. 


8 . 


4. 


9. 


5. 


10 . 


> 


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Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 7 
The Possessive Modifier 


A possessive modifier is a noun or pronoun that shows 
possession and modifies some other noun or pronoun. 

In this sentence, “I see Mary’s hat,” the noun 
"Mary’s” shows possession by telling whose hat it is. 
"Mary’s” also modifies "hat” as if it were an adjective 
telling which hat. Therefore, "Mary’s” is a possessive 
modifier. It is diagrammed like an adjective. 


I 

see 

hat 


[M 


In this sentence, "His name is Frank,” the pronoun 
"his” shows possession by telling whose name. "His” 
modifies “name” as if it were an adjective telling which 
name. Therefore, "his” is a possessive modifier. In 
the diagram a possessive modifier is always attached to 
the word it modifies. 


name 

is \ Frank 

|his 



In studying the possessive modifier, we should review 
again the rules for forming the possessive of nouns 
which we studied in Unit I. 

1. To form the singular possessive form of a noun, 
write the singular form. Then add an apostrophe and s 
after the noun. 

Examples: man’s, James’s. 

2. To form the plural possessive form of the noun, 
write the plural form of the noun. Then 

(a) If the plural form ends in s, add an apostrophe 
only after the final s. 

Examples: cats’, boys’. 

( b ) If the plural form does not end in s, add an apos¬ 
trophe and s after the plural form. 

Examples: men’s, women’s. 

It is important to note that the possessive pronoun 
its contains no apostrophe; thus: its name, its color. 


The following sentences contain certain nouns and pronouns that are italicized. Each of these words is 
used in one of the following six ways: as subject, predicate nominative, direct object, object of the preposition, 
indirect object, possessive modifier (Poss. M.). Above each italicized word write the abbreviation that shows 
its use in the sentence. 


S. Poss.M. P.N. 

Example: This is my favorite candy. 

1. Bob’s mother sent me some candy. 

2. Our school won the championship this year. 

3. Mrs. Lindbergh’s son must be a great joy to her. 

4. That was our teacher. 

5. This must be he. 

6. Could that have been shef 

7. We must tell Arthur our experiences. 

8. Sam’s books we could never find in the morning. 

9. Up the steps walked Sarah’s teacher. 

10. During the long winter evenings we listened to 
Grandfather’s stories. 


11. During the summer Alice and Ed traveled through 
several of the Western States. 

12. They have been our friends for many years. 

13. One of her friends brought her a beautiful coat from 
Havana. 

14. Catalina Island is an ideal place for a vacation. 

15. Near them stood President Hoover and his son. 

16. This unusual dress I found in a small shop in 
Chicago. 

17. Could it have been that shop near Fourteenth and 
Madison? 

18. I have sent them many customers. 

19. My friends have been very kind to me. 

20. Cable Harriet and Sam Bob’s new address. 


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Name 


Date 


Mastery Grammar Guides 

Unit 3, Lesson 8 
Nouns Used Independently 


There are two simple uses of the noun which we shall 
study together: the use of nouns as exclamations, and 
the use of nouns in direct address. The nouns are said 
to be used independently because they have no connec¬ 
tion with the rest of the sentence. 

The exclamatory noun is used to express sudden or 
strong feeling. 

It is followed by an exclamation point and is dia¬ 
grammed on a line by itself above the subject. 

Example: Merciful heavens! How fast we are going! 
heavens 
| merciful 

we | are going 
I |fast 

[ how 

The noun of direct address is the name of the person 
to whom you are talking. 

The noun of direct address can never be the subject 
of the sentence. 

The noun of direct address is always set off from the 
rest of the sentence by the comma. In diagramming, it 


is placed on a line by itself above the subject, as is the 
exclamatory noun. 

Example: This dress, my dear girl, is beautiful. 


girl 

my 

dear 


dress 

is \ beautiful 

jthis 



Notice that an exclamatory noun or a noun of 
direct address may have modifiers just like any other 
noun. 

If a sentence contains both an exclamatory noun and 
a noun of direct address, it is diagrammed like this: 

Example: Heavens, George!.What are you doing? 

heavens 

George 


you 

are doing 

| what 




The italicized nouns and pronouns in the following sentences are used in the following eight different ways: 
as subject, direct object, object of a preposition, predicate nominative, indirect object, possessive modifier, an 
exclamation (Excl.), in direct address (D.A.). Diagram the sentences in the spaces provided on the next page. 

After you have finished the diagramming, find the location of each italicized word in the diagram. Then 
write above each of these words the abbreviation that shows its use in the sentence. 


1. Mother , did you write Jim that letter? 

2. Sing one last song, my good friends. 

3. It was an old-fashioned mahogany desk, Father. 

4. The youngest child became the pet of the family. 

5. My soul! What are you doing? 


6. Mr. Alcott, when will your school open? 

7. I did not hear the concert at the Hollywood Bowl. 

8. Why do you worry, Margaret? 

9. Heavens! Did you hear that explosion? 

10. By the light of the moon we followed the trail. 






















Name 


Date 




Mastery Grammar Guides 
Unit 3, Lesson 8 

0 Continued) 


1 . 


6 . 


2 . 


7. 


* 


3. 


8 . 


4. 


9. 


5. 


10 . 




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Date 


Mastery Grammar Guides 
Unit 3, Lesson 9 
Nouns in Apposition 


You have now studied eight uses of the noun: as sub¬ 
ject, predicate nominative, direct object, object of the 
preposition, indirect object, possessive modifier, an 
exclamation, and in direct address. 

In this sentence, “I sent my mother a lovely gift, a 
shawl from Spain,” “shawl” explains what the gift was. 

In this sentence, “John Morgan, the only lumberman 
in this town, came from Oregon,” “lumberman” explains 
who John Morgan is. 

In the preceding sentences, “lumberman” and 
“shawl” are examples of nouns in apposition. The fol¬ 
lowing statement about a noun in apposition you should 
learn: 

A noun in apposition is a noun that is placed after 
another noun or pronoun to explain it. If a noun is a 
complement or a noun of direct address, it cannot at the 
same time be a noun in apposition. 

In this sentence, “Mr. Morgan is a splendid lawyer,” 
“lawyer” explains who Mr. Morgan is, but cannot pos¬ 
sibly be a noun in apposition because it is a predicate 
nominative complement. 


In this sentence, “George, where are you going?” 
“George” means the same person as “you,” but because 
we are talking to “George,” “George” is a noun of direct 
address; so it cannot be a noun in apposition. 

Remember these points about nouns in apposition: 

1. Nouns in apposition may be modified by adjec¬ 
tives or adjective phrases just like other nouns. 

2. A noun in apposition always comes after the noun 
it explains. 

3. A noun may be in apposition with any other noun 
or pronoun in the sentence, whether that noun or pro¬ 
noun be the subject, predicate nominative, direct ob¬ 
ject, object of a preposition, indirect object, or a noun of 
direct address. 

4. Sometimes there are two or more nouns in apposi¬ 
tion with the same word. 

Example: My friends from New York, Sally and Harriet, 
left yesterday. 


Many of the sentences below contain one or more ] 
in apposition. 

1. San Diego, a thriving city in Southern California, 
we visited during our trip. 

2. They were talking to Dr. Swan, the new minister. 

3. We sent our cousins, Betty and Sarah, a picture of 
our new home. 

4. Dr. Seamon has been the minister here only a short 
time. 

5. Topeka, the capital of Kansas, has a fine new hotel, 
the “Jayhawker.” 

6. Mother’s Christmas gift to me was a lovely silk 
pillow for the davenport. 

7. Hilda, what do you have in your pocket? 

8. Ben Hur, a famous character in literature, lives 
again in the motion picture of that name. 

9. Yesterday we visited Ramona’s wedding place, a 
famous landmark near San Diego. 

10. “Sleepy Hollow,” the home of Washington Irving, 
is a place of charm and loveliness. 

[1 


in apposition; a few do not. Underline each noun 


11. The Japanese Gardens, a place of unusual beauty, 
are located in Hollywood. 

12. The cars on Kansas Avenue run every five minutes. 

13. Japanese persimmons, a most delicious fruit, are 
now on the market. 

14. In New York City recently we saw Joan Crawford, 
the wife of Douglas Fairbanks, Jr. 

15. Did you send a check to Mr. Rose, the carpenter on 
the Fourth Street job? 

16. No, I sent Mr. Swan, the plumber, a check on Thurs¬ 
day. 

17. Bills should always be paid promptly. 

18. Our grandfather, a Civil War veteran, told us many 
thrilling stories. 

19. Detroit is a prosperous city in Michigan, the home 
of many automobile factories. 

20. My favorite dessert, blueberry pie, is their specialty. 

] 








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Mastery Grammar Guides 


Unit 3, Lesson 10 
Diagramming Norms in Apposition 


In diagramming a noun in apposition, there are three 
things to remember. 

1. Place the noun in apposition directly after the 
noun or pronoun it explains, on the same line. 

2. Place parentheses around the noun in apposition. 

3. Attach the modifiers of a noun in apposition in the 
same way that you attach the modifiers of any other 
word in the sentence. Nouns in apposition may be 
modified by adjectives or adjective phrases, just as any 
other nouns may be. 

Examples: 1. Mr. Harris, the man in the blue suit, is my 
uncle. 

“Man” is in apposition with “Mr. Harris”; so we dia¬ 
gram the sentence as follows: 


Mr. Harris (man) 

is \ uncle 


the 
in | si 

nit 

the 

blue 

|my 


2. I saw Ralph, a pupil from Virgil, at the picnic. 


“Pupil” explains who “Ralph” is, and is therefore in 
apposition with “Ralph.” The sentence is diagrammed 
as follows: 


I I saw 

I |at | picnic 

| the 


Ralph (pupil) 
a 


from | Virgil 


The following sentences contain certain nouns and pronouns that are italicized. Each of these italicized 
words is used in one of the following nine ways: as subject, predicate nominative, direct object, object of prepo¬ 
sition, indirect object, possessive modifier, an exclamation, in direct address, in apposition (Appos.). Use the spaces 
provided on the next page to diagram the sentences. 


After you have finished the diagramming, find the 
these words the abbreviation which shows its use in the 

1. We saw Mr. Smith, our gardener, at the concert. 

2. I carefully examined the book, a beautiful gift from 
my mother. 

3. Some of our friends could not remain for the last act. 

4. His son, a boy in the eighth grade, sent the teacher 
his home work by a friend. 

5. Heavens! Are you worrying about that apple? 


location of each italicized word. Write above each of 
sentence. 

6. Mr. Jones, the prominent lecturer, always tells his 
audience many entertaining stories. 

7. Robert, walk rapidly to the other side of the lake. 

8. Down the street hurried the chief in his red car. 

9. Mr. Smith, the postman, sent Mrs. Walker a notice 
about a registered letter. 

10. The book was given to Mr. Smith, an old friend of 
our family. 

















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Mastery Grammar Guides 
Unit 3, Lesson 10 

(l Continued ) 

























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Name 


Date... 


Mastery Grammar Guides 

Unit 3, Lesson 11 
General Study of Uses of the Noun 


You have now studied nine uses of the noun: 

1. As subject. 

2. As predicate nominative. 

3. As direct object. 

4. As object of the preposition. 

5. As indirect object. 

6. As possessive modifier. 

7. As an exclamation. 

8. In direct address. 

9. In apposition. 

If you understand these uses thoroughly, you should 
be able to look at any simple sentence and tell how any 
noun or pronoun in the sentence is used. 

You cannot do this by looking at one word alone. 
You must see it in its relation to the other parts of the 
sentence. 

By this time you should be able to make a diagram of 
a sentence in your mind. This is very necessary in 


determining the use of a noun in a sentence. Always 
start, of course, by finding the subject, predicate, com¬ 
plement, and kind of complement. Sometimes this 
shows you the use of the noun you are considering, and 
you need go no further. 

At other times you will have to go on. Look next for 
the modifiers to see if the noun or pronoun you are con¬ 
sidering is the object of a preposition or a possessive 
modifier. 

If it is neither of these, see whether it could be an 
indirect object or noun in apposition. 

Last, but not least, the noun may be used independ¬ 
ently, as an exclamatory noun or noun of direct address. 

Never decide on the use of a noun in a careless fash¬ 
ion. Always use the definite plan outlined in this les¬ 
son; you will be surprised to find how easy it is. If you 
come to a sentence you cannot diagram in your mind, 
try diagramming it on a piece of scratch paper. This 
will clear up your difficulty immediately. 


The sentences below contain certain nouns and pronouns that are italicized. Each of these words is used 
in one of the nine ways mentioned above. Above each italicized word write the abbreviation that shows its use 
in the sentence. 


1. Mr. Gordon's car, a 1929 model, was bought from 
Tom Mix. 

2. Could you lend Harriet and me some of your paper? 

3. Beyond the hills lies a fertile valley. 

4. Bob, that must have been your sister. 


9. Molly had been Mary's friend and companion for 
many months. 

10. My home work, the sentences for English and those 
problems in algebra, I must have left in the car. 

11. Show me your picture, Hilda. 


5. Our captain, Bob Dennis, sent you this message. 

6. These sentences, my good friends, you should con¬ 
sider very carefully. 

7. Mercy! Can that be Bob and he? 

8. With courage and confidence the president announced 
to the club his plans for the year. 


12. These Easter baskets Mother and I are taking to the 
children at the General Hospital. 

13. Mercy! Could that have been they? 

14. Edna and he five at Cannon Beach. 

15. Howard, show Grandmother and her your book. 


[ 16 ] 


























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Mastery Grammar Guides 

Unit 3, Lesson 12 
Capitalization and Punctuation 


You have learned certain things about the use of 
capital letters. You have studied the use of end marks 
and the use of apostrophes. 

We shall now study some of the simple rules for the 
use of the comma. 

Rule 1. Nouns of direct address, with their modifiers, 
should be set off by the comma. 

Examples: 1. Tom, please close the door. 

2. The book, Mother, is most interesting. 

Rule 2. “Yes” and “no,” when used in answering 
questions, should be set off by the comma. 

Examples: 1. Yes, we arrived a little early. 

2. No, your train has not left. 

Rule 3. Members of a series should be separated 
from one another by the comma unless there are con¬ 
junctions between all the members of the series. 


Examples: 1. Men, women, children took part in the 
ceremony. 

2. Men, women, and children took part in the 
ceremony. 

3. Men and women and children took part in the 
ceremony. 

Notice that there is no comma after “children.” 
In other words, the members of the series are not sep¬ 
arated from the rest of the sentence by the comma; they 
are separated only from each other. 

Notice, in the second example, that although there is 
a conjunction between the last two members of the 
series, the comma, also, is used. 

It is only when all the members of the series are joined 
by conjunctions, as in the third example, that no comma 
at all is used. 


Below, you will find twenty sentences that contain no commas. Place commas where they belong. 

The commas that you need in these sentences illustrate only the three rules that you have studied in this 
lesson. Place above each comma that you use the number of the rule it illustrates. 

11. Pencil paper and your books are the materials you 
need in this class Virginia. 


Example: Yes, we are leaving at once, Father. 

1. Sam what do you have in your pockets? 

2. I have string pencils pennies and marbles. 

3. Will you please bring me a drink Mary? 

4. Your hat Mother is very becoming. 

5. No I have never read it Tom. 

6. Books shows and hikes are Harry’s chief pleasures. 

7. Yes Molly the train for San Diego leaves at once. 

8. How beautiful the sunset is Dorothy! 

9. In her bag Mrs. Stephenson carries her handker¬ 
chief money notebooks and pencil. 

10. Sherman have you ever visited London in the 
spring? 


12. No your excuse is not satisfactory Martha. 

13. Martha brought the teacher an unsatisfactory 
excuse. 

14. Parents teachers and pupils work together at Virgil 
Junior High School. 

15. Have you had enough exercise William? 

16. Has James’s hat come from the store yet? 

17. No horses cows and pigs are seldom seen in a city. 

18. Are the girls’ coats and hats in the dressing room? 

19. Arms legs and feet are important parts of any per¬ 
son’s body my dear friend. 

20. How glad I am that this lesson is finished! 


[ 17 ] 












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Mastery Grammar Guides 


Unit 3, Lesson 13 
Punctuation of Appositives 


In your last lesson you studied three rules for the use 
of the comma. In this lesson you will study Rule 4. 

Rule 4. Nouns in apposition, with their modifiers, 
should be set off by the comma. 

Examples: 1. This pen, a gift from my brother, I have had 
for two years. 


In this sentence, “gift” is the noun in apposition. 
It is modified by the article “a,” which precedes it, and 
by the prepositional phrase, “from my brother,” which 
follows it. 

2. Mr. Holcomb, our grocer, is very accommo¬ 
dating. 


The sentences below contain no marks of punctuation. Put in the commas, apostrophes, and proper end 
marks where they belong. 

The commas needed illustrate only the four rules that you have studied. Place above each comma the number 
of the rule it illustrates. 


4 

Example: Yes, Leone, my sister from Detroit, spent last 
summer with us. 


1. Last night I visited Mr. Quick a friend of my father 

2. No the carriage an old-fashioned vehicle is seldom 
seen on the street 


3. Harriet will you ask these persons Bob Sam and 
Grace to report to the principals office 

4. Tennis Opals favorite game requires much skill 


5. Have you seen Mr. Arnheim the artist of great fame 


6. The weapon a queer old-fashioned pistol he had 
found in the garret 


7. Collecting books pottery and pictures was Mr. 
Grahams hobby 


8. The childrens books must be in the cupboard 

9. No I cannot find anything here but paper pencils 
and caps 


11. Miss Stever a famous writer lives in Chicago 


12. Yes any kind of clothing dresses shoes or coats will 
be a great help 


13. This book a story of the sea should interest you 


14. Some sentences do not require any commas 


15. Mr. Dickenson our butcher always does his best to 
please us 


16. Last night I was cook nurse and dishwasher at our 
house 


17. Helens father called on Mr. Keene the principal of 
the school 


18. Have you ever driven across the continent in an 
automobile 


19. Mr. Howell the gardener on a large estate was the 
childrens friend 


10. When will those flowers the roses and pansies bloom 


20. Have you punctuated all these sentences carefully 


[ 18 ] 






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Mastery Grammar Guides 

Unit 3, Lesson 14 


Punctuation of Quotations 


You have studied four rules for the use of the comma. 
Rule 5 has to do with the use of the comma with quo¬ 
tations. 

Rule 5. Direct quotations should be separated from 
the rest of the sentence by the comma when the quo¬ 
tation is a statement. When the direct quotation is a 
question or exclamation, and precedes the words of 
explanation, use a question mark or exclamation point 
instead of the comma. 

Examples: 1. Mary said, “Let me go with Jane." 

2. “Are you going now?" asked Jane. 

3. “How beautiful that is!” exclaimed Jane. 

There are certain other things to notice in the punc¬ 
tuation of quotations: 

1. A direct quotation should be enclosed in quotation 
marks. 

2. The first word of a direct quotation should be 
capitalized. 

Example: Anne said, “Please bring me the book." 


3. The same rules apply to divided quotations. 

Example: “I hope,” said De Loss, “that they will come." 

Notice, in this example, that all the exact words of 
the speaker are enclosed in quotation marks; that the 
words of the direct quotation are set off by commas; 
and that only the first word of the quotation is cap¬ 
italized. 

4. Every time a different person speaks in a conver¬ 
sation, there should be a new paragraph. 

“When will the parade that you were speaking of take 
place?” asked Mary. 

“Really," replied Madge, “I have not yet found out about 
the time, but I will let you know when I do." 

5. Do not put quotation marks around a sentence un¬ 
less it is actually part of a conversation or unless it 
tells who said it. 

Example: No, I am not going. 


Below, you will find eight sentences that contain no capital letters or punctuation marks. Under each 
sentence is a space. Use these spaces to copy the sentences correctly 

thefi^^ 

Example: IfidLtotto. thiS b00k - a n0Tel by SCOtt -” 5 ' t D prS r Wffl begin her ™ rk ° n 

1. yes answered sam i lost my pencil at lunch 


2. i am sorry replied the teacher but every one in this 
class must have a pencil tom 


6. tables chairs and pictures should always be care¬ 
fully dusted 


3. my car a 1929 model said mr. rose has given good 
service 


4. most of the sentences in this lesson said miss taber 
contain quotations 


7. in our country replied the englishman we have some 
beautiful scenery 


8. martha you have not finished your work said her 
mother quietly 


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Mastery Grammar Guides 

Unit 3, Lesson 15 

Dates and Addresses; Parenthetical Expressions 


The sixth rule for the use of the comma deals with the 
different parts of dates and addresses. 

Rule 6. The different parts of dates and addresses 
should be separated from each other and from the rest 
of the sentence by the comma. 

Examples: 1. In Los Angeles, California, there are many 
beautiful sights. 

2. On July 4, 1776, the Declaration of Inde¬ 
pendence was signed at Philadelphia. 

The month and day of the month are regarded as one 
part of the date; so no comma is placed between them. 


If there is only one item of a date or address men¬ 
tioned, no comma is used. 

Example: In Paris you will find many interesting sights. 

Rule 7. Parenthetical expressions should be set off 
by the comma. 

This is a dangerous rule in some ways, because it is 
so easy to call anything parenthetical. It is wise, for 
the present at least, to limit your use of this rule to such 
expressions as of course, by the way, however, and never¬ 
theless. 


The sentences below contain no marks of punctuation except end marks. Punctuate each sentence correctly. 
The commas that you use will illustrate the seven different rules that you have learned. Place above each comma 
the number of the rule it illustrates. 


1. In May 1927 Colonel Charles Lindbergh made his 
great flight to Paris France. 

2. Of course men women and children flocked to the 
field to see him land. 

3. Yes Harry it was one of the great events in history 
said his father. 

4. On January 22 1928 a faculty meeting was held at 
Virgil Junior High School. 

5. By the way our principal Mr. Frisbee was attending 
a meeting in Berkeley California during the spring 
vacation said Mr. Hawkins. 

6. Teachers’ Institute an event of great interest opened 
in Chicago Illinois on December 9 1927. 

7. In April 1564 Shakespeare was born at Stratford 
England. 


8. On October 12 1492 Columbus discovered America. 

9. The signing of the armistice was royally celebrated 
on November 11 1918 in London England. 

10. You are invited to a party at the home of Mrs. Fry 
in Hartford Connecticut on July 4 1928 at eight 
o’clock. 

11. Miss Farr a distinguished journalist addressed our 
club last night Margaret. 

12. In Florence Italy on November 17 Bob met his 
friends. 

13. However spring vacation explained one of the 
teachers furnishes a splendid rest for both pupils 
and teachers. 

14. Mother what is the longest day in the year asked 
Mrs. Fosters small son. 


[ 20 ] 




















Mastery Grammar Guides 

Unit III 
Daily Drill 

Uses of the Noun 1 


1. .As the simple subject. The simple subject is that 
part of the sentence about which you speak. To find 
the simple subject, ask the question who or what before 
the verb. (Beware of the preposition of.) 

Example: Here stands the pride of the village. 

2. As a predicate nominative. The predicate nomina¬ 
tive is a complement that explains the subject and means 
the same person, place, or thing as the subject. 

Example: This man is your teacher. 

3. is o direct object. The direct object is a comple¬ 
ment that receives some action from the verb. 

Example: Bob hit the ball. 

4. As the object of a preposition. The object of the 
preposition answers the question what or whom after the 
preposition. 

Example: Did you go to town yesterday? 

5. As an indirect object. The indirect object shows, 
without any preposition , to whom or for whom an action 
is done. 

Example: Did you send Jim that address? 

6. As a possessive modifier. The possessive modifier 
is a noun that shows possession and modifies another 
noun. 

Example: Mary’s hat is in the closet. 

7. As an exclamation. The exclamatory noun ex¬ 
presses sudden or strong feeling. 

Example: Heavens! When does the train leave? 

8. In direct address. The noun of direct address is 
the name of the person spoken to. (The noun of direct 
address cannot, at the same time, be a subject or a 
noun in apposition.) 

Example: Harris, please close the door. 

9. In apposition. The noun in apposition is a noun 
that is placed after another noun to explain it. (If a 
noun or pronoun is a complement, it cannot, at the same 
time, be a noun in apposition.) 

Example: Mr. Baltzer, the butcher in that store, is very 
accommodating. 

1 Pronouns are used in most of the ways in which nouns are used. 


Uses of the Comma 

1. Nouns of direct address should be set off by the 
comma. 

Example: I wish, Mary, that you would come home early 

tonight. 

2. “Yes” and “no,” when used in answering questions, 
should be set off by the comma. 

Example: Yes, I shall see you tonight. 

3. Members of a series should be separated by the 
comma except when there are conjunctions between all 
the members of the series. 

Examples: 1. Men, women, children took part in the 
ceremony. 

2. Men, women, and children took part in the 
ceremony. 

3. Men and women and children took part in 
the ceremony. 

4. Nouns in apposition, with their modifiers, should 
be set off by the comma. 

Example: Dr. Mayo, the famous surgeon from Rochester, 

arrived yesterday. 

5. A direct quotation should be set off from the rest 
of the sentence by the comma when the quotation is a 
statement. When the quotation is a question or an ex¬ 
clamation, and precedes the words of explanation, use a 
question mark or exclamation point instead of the 
comma. 

Examples: 1. “I want to go,” said Mary. 

2. “Will you go?” asked Mary. 

3. “How pretty that is!” exclaimed Mary. 

6. The different parts of dates and addresses should 
be separated from each other and from the rest of the 
sentence by the comma. 

Examples: 1. In Los Angeles, California, there are many 
beautiful sights. 

2. On July 4, 1776, the Declaration of Inde¬ 
pendence was signed at Philadelphia, Penn¬ 
sylvania. 

Note: If there is only one item in the address or date, no 
comma is used. 

Example: In Chicago we saw many interesting sights. 

7. Parenthetical expressions are set off by the comma. 

Example: This time, however, I prefer not to go. 








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Mastery Grammar Guides 


Quotations 

1. A direct quotation should be separated from the 
rest of the sentence by the comma when the quotation 
is a statement. When the quotation is a question or an 
exclamation, use a question mark or exclamation point 
instead of the comma. 

Example: Jane said decidedly, “Let us go now.” 

2. The words of a direct quotation should be enclosed 
in quotation marks. 

Example: “I want to go home,” said the little boy. 

3. The first word of a direct quotation should be cap¬ 
italized. 

Example: Anne said, “Please give me your address.” 

Note: There may be several sentences in one quotation. 
In that case each sentence must, of course, begin with a 
capital letter. 


Example: “I have a good job here,” he said. “I do not 
know how long I shall remain. There seem to be 
many places of interest in this vicinity.” 

4. The same rules apply to divided quotations that 
apply to those in which the words of explanation pre¬ 
cede or follow the quoted matter. 

Example: “I wish,” said Mary, “that we could go.” 

Notice, in this example, that the words of the 
direct quotation are set off by the comma; that the 
words of the direct quotation are enclosed by quotation 
marks; and that only the first word of the quotation is 
capitalized. The word “that” is really the third word 
in the whole quotation; it should therefore not be 
capitalized. 

5. Every time a different person speaks in a conversa¬ 
tion, there should be a new paragraph. 










Mastery Grammar Guides 

Unit III 

Supplementary Sentences 

Basic Uses of the Noun 


Subject, Predicate Nominative, Direct Object, Object 
of Preposition 

1. Specimens of those curious rocks I placed in my 
knapsack. 

2. Julius gave a copy of the sentences to the teacher 

3. Near Hilda stood an interesting character. 

4. That man must have been Billy’s uncle. 

5. Each of the boys received his instructions before 
the parade. 

6. Mildred has been my friend for many months. 

7. The names of the pupils Clara copied on the board. 

8. In one corner of the shop we saw many of his rare 
treasures. 

9. Has Miss Anderson been your teacher during the 
entire term? 

10. They have always been splendid neighbors. 

Noun of Direct Address, Exclamatory Noun 

11. My soul! Have I lost that book? 

12. These lovely flowers you should put in water, 
Harriet. 

13. My dear friend, it must have been he. 

14. Heavens! Where did I put that paper? 

15. Marjorie, did I put it in your locker? 

16. Your blue dress should have been sent to the cleaner 
yesterday. 

17. We are going to the show tonight, Helen. 

18. An old man sat beside Sam at the concert. 

19. Mercy! Each of you should have your own book. 

20. Yes, Donald, Mr. Harris became president of his 
company at the end of ten years. 

Indirect Object 

21. Give him a cup of cold water. 

22. Take Anne and her the apple. 

23. They had been friends for years. 


24. Send them a report of his condition. 

25. The teacher taught the class much about the uses 
of nouns. 

26. Put those flowers in the tall vase, Henry. 

27. Goodness! Where have you been? 

28. Lend him a pencil, please. 

29. Tell Robert and me the story about King Midas. 

30. Did you send Mother and Dad an Easter greeting? 

Nouns in Apposition 

31. Geraldine, my cousin from New York, arrived 
yesterday. 

32. I saw two of my friends, Sally and Jane, last night. 

33. My favorite game, tennis, is good exercise. 

34. They were playing football, my favorite game. 

35. Lend me a piece of paper, please. 

36. Mr. Frederick Warde, a distinguished actor, spoke 
to us recently. 

37. Mr. Mullen is an algebra teacher at Virgil High 
School. 

38. We are just completing our third unit of grammar. 

39. Did you ever read the life of Walt Whitman, the 
famous poet? 

40. Elizabeth Ann, our hired girl, tells us stories about 
“Raggedy Ann.” 

General 

41. Where can my cap be, Eddie? 

42. Heavens! Has the bell for lunch rung? 

43. Bob, that must have been they. 

44. Mr. Todd, the superintendent of our school, visits us 
frequently. 

45. The board had been erased by Billy, a member of the 
class. 

46. Take Mary and her an apple. 

47. My mother, the woman in the gray gown, is attend¬ 
ing every session of the meeting. 

48. Take Mother and Harriet these tickets for the play. 

49. That may have been they, Margaret. 

50. The committee showed her the design, a rough 
sketch by a prominent artist. 


[ 23 ] 



Mastery Grammar Guides 


Unit III 

Supplementary Sentences 


Capitalization and Punctuation 1 

1. fred carl and dick sharpened their pencils today 

2. no said the teacher i shall give you ten sentences 

3. gladyss sigh could be heard all over the room mother 

4. is that a sentence asked dick 

5. margarets purse sweater and books were lying in 
the seat 

6. this time however he did not go 

7. are the boys papers neater than those of the girls 

8. yes answered Clifford i believe they are 

9. kenneth where is your excuse asked the teacher 

10. kenneth brought his excuse laid it on the desk and 
returned quietly to his seat 

11. yes jane you may buy some apples potatoes eggs 
and butter 

12. please, ask mr. blair the butcher for a carton of 
cheese and a pound of sausage 

13. mr. smith the gardener raises carrots turnips and 
radishes in his garden 

14. mary the valedictorian of her class was given pres¬ 
ents by john dick and harry 

15. he received a letter addressed to 641 north ho ward 
boulevard wichita kansas 

16. frank we have the chance to go to the mountains 
the desert or the beach 

17. yes we have in the house bananas oranges apples and 
pears said jim 

18. the event happened on may 16 1928 in toledo ohio 

1 At the close of Unit V will be found supplementary sentences 

for a general study of all rules of capitalization and punctuation 

which have been included in all the units. 


19. by the way can you come to the meeting tonight 
ruth 

20. karls visor shaded his eyes 

21. do you know mr. wakeman a builder from phoenix 
arizona 

22. he believes however the tunnel will not be completed 
until may 1 1929 

23. my friends mother a fine public-spirited woman will 
address the meeting 

24. of course you should eat some fruit and vegetables 
every day max 

25. i invited people from new york from Chicago and 
from hartford said mrs. gileson the president 

26. david became interested in sports of all kinds 
tennis football basket ball and swimming 

27. in the city of boston in the state of massachusetts 
an old-fashioned tournament of music and poetry 
was once held said mr. fisher 

28. algebra english and latin are my favorite studies 
said harold 

29. the womans unfailing kindness to all has brought 
her a rich reward 

30. how glad i am said anna may that you could come 

31. in Springfield missouri you will find several interest¬ 
ing schools in fact continued miss brooks it has 
sometimes been called the athens of america 

32. no our algebra teacher miss marks from fairfax high 
school does not approve of that plan 

33. donna did you have a satisfactory interview at the 
studio 

34. esther head a girl from atlanta georgia will arrive 
thursday morning january 16 at eight a m 

35. no ethel agnes and hilda will not be able to come 






I 


Name 


Mastery Grammar Guides 


Date 


Test on Unit III 

Form A 


I. The following sentences contain twelve italicized 
nouns or pronouns. Each of these words is used in 
one of these nine ways: as a subject, predicate nomina¬ 
tive, direct object, the object of a preposition, a pos¬ 
sessive modifier, an indirect object, an exclamation, in 
direct address, or in apposition. Copy the italicized 
words in the space below. Opposite each word write 
its use in the sentence. 

1. Take Dorothy and her a piece of pie, Mary. 

2. During this term Bob has been president of his class 
and a member of the baseball team. 

3. The Ford, a popular car in the United States, has 
been of great service to many people. 

4. That book I must have left at home. 


II. The sentences below are written without capitals 
and without any marks of punctuation. Copy each 
sentence correctly in the space below. 

1. this hat said mrs wood belonged to my father 

2. that hallo we'en costume a ridiculous clown suit has 
not been worn since the party given at 319 south 
arden blvd alhambra California 

3. yes alice we are serving nuts candies and ice cream 

Corrected Sentences 


Italicized Word Use in Sentence 


1 . 


♦ 2 . 

3. 

4.. 

5.. 

6.. 

7- 

8 - 
9.. 

10 - 

11 - 

12 .. 

I) 


[ 25 ] 



































.a .a 


Name 


Date 


Mastery Grammar Guides 
Test on Unit III 

Form B 


I. The following sentences contain eleven italicized 
nouns or pronouns. Each of these words is used in one 
of these nine ways: as a subject, predicate nominative, 
direct object, the object of a preposition, a possessive 
modifier, an indirect object, an exclamation, in direct 
address, or in apposition. Copy the italicized words 
the space below. Opposite each word write its use 
the sentence. 

1. In later years Sam, the homely chap in the picture, 
became the senator from his district. 

2. Take Katherine and her some of your cake, Polly. 

3. Heavens! That paper I must have lost on the way to 
school. 


II. The sentences below are written without capitals 
and without any marks of punctuation. Copy each 
sentence correctly in the space below. 

1. bob sam and harry will not return from the moun¬ 
tains until tuesday january 8 1929 

2. yes this dress a gift from neva i must send to the 
repair shop tomorrow dorothy 

3. did santa claus bring you many lovely gifts this 
season asked the friendly man 

Corrected Sentences 


Italicized Word 


Use in Sentence 




























( 


( 




Name. 


Date 


Mastery Grammar Guides 
Test on Unit III 

Form C 


I. The following sentences contain ten italicized 
nouns or pronouns. Each of these words is used in 
one of these nine ways: as a subject, predicate nomina¬ 
tive, direct object, the object of a preposition, a pos¬ 
sessive modifier, an indirect object, an exclamation, in 
direct address, or in apposition. Copy the italicized 
words in the space below. Opposite each word write 
its use in the sentence. 

1. At the corner of their house several of those lovely 
cypress trees had been planted. 

2. Mary, Mrs. Garvey sent you and me some of her 
choice dahlia bulbs. 

3. Mrs. Thomas, the secretary at Washington High 
School, has been my friend for many years. 


II. The sentences below are written without capitals 
and without any marks of punctuation. Copy each 
sentence correctly in the space below. 

1. yes this trip said father has been one of the most 
delightful i have ever taken 

2. on december 14 1929 at le conte junior high school 
we heard a delightful program mr. gould 

3. harry louis and frank planned the celebration a 
dinner for their mother 

Corrected Sentences 


Italicized Word 


Use in Sentence 


























< 


( 


4 


Name. 


Date 


Mastery Grammar Guides 
Test on Unit III 

FormD 


I. The following sentences contain ten italicized 
nouns or pronouns. Each of these words is used in one 
of these nine ways: as a subject, predicate nominative, 
direct object, the object of a preposition, a possessive 
modifier, an indirect object, an exclamation, in direct 
address, or in apposition. Copy the italicized words 
in the space below. Opposite each word write its use 
in the sentence. 

1. They sent their friend some flowers, an appropriate 
gift for any occasion. 

2. Mother , may I take a few of these magazines to 
Mrs. Donaldsonf 

3. That must have been he. 


II. The sentences below are written without capitals 
and without any marks of punctuation. Copy each 
sentence correctly in the space below. 

1. by december 15 1929 this boulevard said mr. hollings- 
worth will be completed 

2. the weapon a quaint curiously shaped dagger was 
placed in a museum 

3. no fred i do not wish to go tonight 


Corrected Sentences 


Italicized Word Use in Sentence 


1 . 

2 . 

3. 

4. 


5. 


6 . 

7. 

8 .. 

9. 

10. 















































4 

















Name. 


Date 


Mastery Grammar Guides 
Test on Unit III 

Form E 


I. The following sentences contain eleven italicized 
nouns or pronouns. Each of these words is used in 
one of these nine ways: as a subject, predicate nomina¬ 
tive, direct object, the object of a preposition, a pos¬ 
sessive modifier, an indirect object, an exclamation, in 
direct address, or in apposition. Copy the italicized 
words in the space below. Opposite each word write 
its use in the sentence. 

1. A few of the pupils the teacher sent to the office for a 
change of program. 

2. Tell Boh the news about the show, Charles. 

3. They had been friends and neighbors for years. 

4. Mercy! Have you seen “David Copperfield my 
library hooffl 


II. The sentences below are written without capitals 
and without any marks of punctuation. Copy each 
sentence correctly in the space below. 

1. this work said mr. errickson must be finished next 
week without fail 

2. yes lula on january 29 1928 mr. garvey the postman 
brought us the letter 

3. dates figs and apples were on the table 

Corrected Sentences 


1. 


Italicized Word 


Use in Sentence 































































i 


( 


i 


Name 


Date 


Mastery Grammar Guides 

Unit 4, Lesson 1 
Kinds of Pronouns 


You have learned that a pronoun is a word that takes 
the place of a noun. There are five kinds or classes of 
pronouns: 

1. Interrogative. 

2. Demonstrative. 

3. Indefinite. 

4. Personal. 

5. Relative. 

In this unit we shall study only the first four kinds. 

1. An interrogative pronoun is one that introduces a 
direct or an indirect question. 

Examples: 1. Who is that man? 

2. I wonder what we shall have for lunch. 


2. A demonstrative pronoun is one that points out 
something. 

There are only four demonstrative pronouns: this, 
that, these, those. 

3. Pronouns like some, several, all, few, each, any one 
are called indefinite pronouns because they do not refer 
to any definite person, place, or thing. 

Remember that words which may be used as demon¬ 
strative or indefinite pronouns are adjectives if they 
modify a noun. They are pronouns only when they 
stand for a noun. 

Examples: 1. This hat is mine. (“This” is an adjective.) 

2. This is my hat. (“This” is a demonstra¬ 
tive pronoun.) 

3. Any girl may go. (“Any” is an adjective.) 

4. Any of you may go. (“Any” is an indefinite 
pronoun.) 


The sentences below contain interrogative, demonstrative, and indefinite pronouns. In the space at the right, 
write, in the proper columns, the pronouns each sentence contains. 

Interrogative Demonstrative Indefinite 

Pronouns Pronouns Pronouns 


1. Some of Mary’s friends are leaving tomorrow. p 

(Notice the preposition of in this sentence. Does 
“some” modify friends, or is it the subject of “are 2.. 
leaving”?) 3 

2. This is the correct answer. 

4. 

3. What is Jack’s last name? 

5 

4. This problem is the most difficult one in the lesson. 


5. Those are delicious apples. 

6. Has any one seen Tom Clark recently? 

7. A few of these papers have already been graded. 

8. Which of these is Sam’s book? 

9. Every one seems happy today. 

10. What are you trying to say? 

11. That is a perfect rose. 

12. All of Aunt Jane’s antiques were on display. 

13. These are Helen’s wraps. 

14. Put those books in Bob’s locker. 

15. Which of the boys borrowed that pen? 


6 - 

7- 

8 .. 

9.. 
10 . 
11 . 
12 . 

13.. 

14. 

15. 























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Mastery Grammar Guides 


Unit 4, Lesson 2 
Personal Pronouns 


Personal pronouns are so named because they have a 
property not common to other pronouns. This prop¬ 
erty is person. * 1 11 

There are three persons: first, second, and third. 

1 Although the distinguishing characteristic of the personal 
pronoun is person, some authors regard person as a property of 
nouns and other kinds of pronouns. 


First person means the person speaking: I, me, we, us, 
my, mine, our, ours. 

Second person means the person spoken to: you, thou, 
your, yours, thy, thine. 

Third person means the person spoken of: he, she, it, 
they, him, her, them, his, her, hers, its, their, theirs. 

This sounds simple, but it should be learned if you 
would avoid trouble. 


Find the personal pronouns in the following sentences and write them in the space provided. Opposite 
each pronoun, under person, write the figure that shows whether it is in the first person (1), second person (2), or 
third person (3). 

Personal Pronoun Person 


1. Will you please lay this paper on my desk, Jack? 

2. “There they go now!” she exclaimed. 

3. I have just finished reading a description of his latest 
invention. 

4. “To him that hath shall be given.” 

5. This automobile is theirs. 

6. Isn’t this book yours? 

7. No one answers his whistle. 

8. We had been away only about an hour. 

9. Many of their friends came here to shop. 

10. Please hand the excuse to me. 

11. That joke was on us. 

12. Did you ever hear such applause? 

13. “Where have you been?” she asked in an irritated 
' tone of voice. 

14. Thursday always was my lucky day. 

15. He always has an answer on the tip of his tongue. 


[31] 







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Mastery Grammar Guides 
Unit 4, Lesson 3 
Number of Nouns and Pronouns 


Both nouns and pronouns have number. There 
are only two numbers: 

1. Singular means one: he, I. 

2. Plural means more than one: they, we. 

You will remember from your study of Unit I that 
collective nouns are singular. If we say “team of 
horses,” we mean more than one horse, but only one 
team; so “team” is singular. This point is important to 
remember. 

Certain pronouns must be watched carefully. If 
we say, “All of them are going to town,” “all” means 
more than one, and so is plural. But if we say, “Each 
of them is going to town,” “each” refers to each one of 
them separately, and is therefore singular. 

The following pronouns are always singular: either, 
neither, each, every one, no one, some one, one. 


Which is usually singular, but is occasionally plural 
when it means which ones of a group. 

Example: Which (ones) of the boys are going? 

If you are ever confused about the number of such 
pronouns as each, which, all, both, or neither, the follow¬ 
ing test will help to clear up your difficulty: 

If the word “one” is included in the pronoun or you 
can understand the word “one” after the pronoun, it is 
singular. If the pronoun definitely means more than 
one , it is plural. 

The following will show you how this test works. 

Examples: 1. Each {one) of us has a dollar. (Sing ul ar.) 

2. Both of us have fifty cents. (Plural.) 

3. Every one in the party is having a good time. 

(Singular.) 

4. Which {one) of you is going? (Singular.) 

5. Neither {one) of us was invited. (Singular.) 

6. All of us are going. (Plural.) 


pronouns. Some of these italicized words are singular; 
Copy these words in the space at the right. After each word write whether it is singular or 


The sentences below contain italicized nouns and 
some are plural, 
plural. 

1. Which of you is going? 

2. I saw both of the boys last night. 

3. Neither of the men brought his team of horses. 

4. Each of the boys assumed his share of the respon¬ 
sibility. 

5. This is delicious cake. 

6. All of the children shouted in unison. 

7. One of the twins has blue eyes. 

8. Does either of the boys know the place? 

9. These are the best apples I have bought this 
summer. 

10. Every one in the cast is a splendid actor. 

11. This pair of shoes needs to be mended. 

12. A large herd of Guernsey cattle is owned by the 
Adohr Company. 

13. That team of horses is pulling a heavy load. 

14. Which of you has my fountain pen? 

15. Mr. Wheatly has bought two teams of horses for 
the new ranch. 


Italicized Word Number 

1 __ _ __ 

2 ___ 

3 ___ • 

4 _ 

5 ____ 

6 ___. 

7 ____ 

8 ____ 

9___ 

10___ 

11___ 

12 ___ 

13 ___ 

14 ____ 

15 _ 


[32] 































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Mastery Grammar Guides 

Unit 4, Lesson 4 
Gender of Nouns and Pronouns 


Both nouns and pronouns have gender. There are 
four genders: masculine, feminine, neuter, common. 

A noun or pronoun is in the masculine gender when 
it denotes a male; for example, boy, father, uncle, he, 
him. 

A noun or pronoun is in the feminine gender when it 
denotes a female; for example, mother, sister, aunt, she, 
her. 

A noun or pronoun is in the neuter gender when it 
denotes a thing without sex; for example, book, lesson, 
pencil, it. 

A noun or pronoun is in the common gender when it 
might be either masculine or feminine; for example, 
cousin. Cousin might be feminine or it might be mas¬ 
culine. There is nothing in the word cousin itself to 
show whether cousin is a boy or a girl. The same is 
true of the pronoun they or we. 


The only kinds of gender that will ever bother you 
are neuter and common. The following statements 
will help you to keep them straight: 

Neuter means neither masculine nor feminine. 

Common means either masculine or feminine, or both. 

You have now studied three properties of nouns and 
pronouns: person, number, and gender. (Remember, 
however, that person relates only to personal pronouns.) 
If you thoroughly understand these properties, you 
should be able to give the person, number, and gender 
of a given noun or pronoun from a sentence. 

Example: We brought Bob a new book. 


Person Number Gender 
We First Plural Common 

Bob . Singular Masculine 

book . Singular Neuter 


Copy the italicized words in the proper column. 

1. I called him and his sister at seven o’clock. 

2. Who is that tall man with glassesf 

3. Have you been to the Hollywood Bowl yet? 

4. Every one enjoys these concerts a great deal. 

5. Those are lovely books. 

6. Do you like to read? 

7. No, I have not seen it. 

8. We are lonely without our mother. 

9. Won’t you please come here, Peggy? 

10. We kept the secret for many days. 


After each word write its person, number, and gender. 

Italicized Word Person Number Gender 
1 .___ 

2___ 

3 ___ 

4 ___ 

5 ___ 

6 _:__ 

7 __ 

8 __ 

9_ _ 

10__ 

11.__ 

12__ 

13 __. 

14 _1_ ... 

.15__ 

16__ 

17_ 





























t, ■' 









Name 


Date... 


Mastery Grammar Guides 

Unit 4, Lesson 5 
Nominative Case 


You have studied the person, number, and gender of 
nouns and pronouns. The fourth property of these 
words is case. 

Nouns and pronouns may belong to one of three 
cases: nominative, possessive, objective. 

The all-important thing to learn about case is this: 

The case of a noun or pronoun depends upon its use in 
the sentence. 

A noun or pronoun is in the nominative case when it 
is used in one of the following ways: 

1. As the subject. 

Example: Mary and she are going now. 


2. As a predicate nominative. 

Example: It was she. 

3. In direct address. 

Example: Helen, please come here. 

4. As an exclamation. 

Example: Heavens! What was that? 

5. In apposition with a word in the nominative case. 
Example: Jack, my cousin, is coming from Chicago. 


The sentences below contain nouns and pronouns in the nominative case. Find these words and write them 
in the proper column. Opposite each word write its use in the sentence. 

Do not do anything with the nouns or pronouns which are not in the nominative case. 

Nouns and Nouns and 

Pronouns Use Pronouns Use 


1. Henry and I will go soon. 

2. Chicago is the second largest city in the United 
States. 

3. Are those they? 

4. Our car, a Hudson, is an old model. 

5. Helen, please open the door. 

6. This is a Martha Washington rose. 

7. They are the guilty ones, John and he. 

8. Where have you been, Anna? 

9. She is a nurse and an old friend of mine. 

10. That boy in the blue suit is Henry, my best friend. 

11. Pshaw! I spilled ink on this paper. 

12. Will you please close the door, Martha? 

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Mastery Grammar Guides 
Unit 4, Lesson 6 
Objective Case 


In this lesson we shall consider the objective case. 

When a noun or pronoun is in the objective case, it is 
usually used as an object or in apposition with a word 
that is used as an object. The two words objective 
and object are so much alike that it is easy to remember 
that a noun in the objective case is usually used as an 
object. 

A noun is in the objective case when it is used in one 
of the following ways: 

1. As a direct object. 

Example: Jack ate the pie. 


2. As the object of a preposition. 

Example: The kite flew over the house. 

3. As an indirect object. 

Example: Pass me that book, please. 

4. In apposition with a word in the objective case. 

Example: Jack gave Helen, my sister, a box of candy. 

Remember that the case of a noun or pronoun always 
depends upon its use in the sentence. 


The following sentences contain nouns and pronouns in the objective case. Find these words and write 
them in the proper column. Opposite each word write its use in the sentence. 

Do not do anything with the nouns or pronouns that are not in the objective case. 


Nouns and 
Pronouns Use 

1. Anna took the faded flowers from the many vases 
in the room. 


Nouns and 
Pronouns Use 


2. Sit between her and me, please. 


3. Have you seen Henry, my chum? 


4. Around the pillars of the porch grew a honeysuckle 
vine. 


5. Have you given Helen and her that important 
message from the office? 


6. Give Mother her sewing, please. 


7. We looked at several cars, the Hudson, the Stude- 
baker, and the Buick. 


8. Mother gave Bob and me tickets to the circus. 

[35] 






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Mastery Grammar Guides 
Unit 4, Lesson 7 
Possessive Case 


You have studied the nominative and the objective 
case. The third case is the possessive. 

When a noun or pronoun is a possessive modifier, it 
is in the possessive case. 

Examples: 1. Mary’s coat is new. 

2. The women’s bazaar was a success. 

3. Their games are interesting. 

In each example the noun or pronoun in the posses¬ 
sive case shows possession or ownership and modifies 
another noun. 


If you will remember those two things about nouns 
in the possessive case, you will have no trouble with 
them. 

You have now completed the study of the three 
cases. One thing you must always remember about 
case is this: the case of a noun or pronoun depends upon 
its use in the sentence. You can never be sure of the 
case of a word until you have found its use in the sen¬ 
tence. Sometimes you may have to diagram a sentence 
to find the use of some word. 


Some of the italicized words in the following sentences are in the nominative case; some are in the objective 
case; others are in the possessive case. Copy these italicized words in the proper column. Opposite each word, 
under the correct headings, write its use and case. 

Italicized Word Use Case 


1. Our house had been painted by Mr. Parker. 1. 

2 „ 

2. Are Tom and he friends of yours? 3_ 

4.. 

3. Mother’s club meets today. 5. 

6.. 

4. My friend, Mrs. Taylor, is a talented woman. 7. 

8 ~ 


5. Mother gave Helen and me new dresses on our 9.. 
birthdays. 

11 . 

6. Henry, your mother is calling you. 

12 . 

13. 

7. Where did you buy such red apples, James f 

8. The pencil was a long, yellow one. 

9. Please give Harry and me our hats. 

10. Yesterday’s game, a match between Virgil and 
Quincy, was most exciting. 2( 

[36] 


15. 

16. 

17. 

18. 


























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Mastery Grammar Guides 


Unit 4, Lesson 8 

Review of Properties of Nouns and Pronouns 


You should now be able to take any given noun or 
pronoun in a sentence and give its person, gender, 
number, use, and case. 

Example: I gave Bob the book. 


Word Person Number Gender Use Case 

I 1st Sing. Com. Subj. Nom. 

Bob . Sing. Masc. I.O. Obj. 


You may need to review the lessons on person, num¬ 
ber, and gender to be sure they are clear in your mind. 

You will need to watch the use and case particularly. 
Always analyze your sentence before you put down the 
use of a noun or pronoun. 

The case, you remember, depends upon the use of the 
noun or pronoun in the sentence. 


Copy the italicized words in the proper space, 
use, and case. (Use abbreviations.) 

1. John, will you go on an errand for me, please? 


2. I invited Helen and her at the same time. 


3. They have been friends for many years. 


4. Sam, will you hand me that letter, please? 


5. Your statement of the facts is clear and convincing. 


6. She told her secret to Ella, her best friend. 


7. Your consternation over the turn of eveflts is 
laughable. 


8. Tom, our twin sisters will be five years old tomorrow. 


9. Sir Thomas, our big black cat, weighs fourteen 
. pounds. 


Then write opposite each word its person, number, gender, 

Word Person Number Gender Use Case 

1 _ _-- 

/ 

2_ _ 

3._ _ 

4 _ ___ 

5 _ 

6 _ 

7 _ 

8 _ 

9 _ 

10 __ 

11 _ 

12 _ 

13._ _ 

14— __ 

15— _ - 

16..- 

17 _ : - 

18 _ 

19 _ : - 

20 _ 


10. She is the prettiest child in school. 





























( 


(l 






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Mastery Grammar Guides 


Unit 4, Lesson 9 
Declension of Personal Pronouns 


Personal pronouns have several different forms. For 
instance, in the nominative case we use the word he, 
but in the objective case we use him. The following 
sentence is an example of this: 

He saw us, but we did not see him. 

The arrangement of these different forms in an 
orderly fashion is called the declension of the personal 
pronouns. It is important that you learn the following 
declension, so that you can write and say it from 
memory. 


Nom. 


Declension 
Personal Pronouns 

First Person 

Singular 

I 

Plural 

we 

Poss. 


my, mine 

our, ours 

Obj. 


me 

us 

Nom. 


Second Person 

Singular 

you 

Plural 

you 

Poss. 


your, yours 

your, yours 

Obj. 


you 

you 


Masculine 

Third Person 

Singular 

Feminine Neuter 

Plural 

All Genders 

Nom. 

he 

she it 

they 

Poss. 

his 

her, hers its 

their, theirs 

Obj. 

him 

her it 

them 


Notice that in the first and second persons the gender 
is not given. The reason is that there is nothing in the 
words themselves to show gender or sex. If you know 
the gender of the noun for which the pronoun stands, 
the pronoun is in the same gender. 

Example: “I want to go home,” said Harry. 

In this sentence “I” is clearly masculine. If you do 
not know the gender of the noun for which the pronoun 
stands, it is common gender because it might be either 
masculine or feminine. 

In the third person singular the words themselves 
tell you whether they represent males or females or 
things without sex. 

Examples: he, she, his, her, it. 

The third person plural is always in the common 
gender unless it refers definitely to males or females. 

Example: The boys pitched their tent at dusk. 

In this sentence “their” is masculine because it 
refers to “boys.” 

When you have learned this declension as it should 
be learned, you will be able to do more than merely 
say it from memory. You will be able to give the 
person, number, gender, and case of any personal 
pronoun that might be mentioned. 

Example: I —first person, singular number, common gen¬ 
der, nominative case. 


You will find below a list of personal pronouns. Opposite each pronoun, in the proper column, write its 
person, number, gender, and case. 


Pronoun 

Person 

Number Gender Case Pronoun 

I 


her 

you 


them 

us 


we 

he 


she 

me 


it 

him 


they 


Person Number 


Gender 


Case 


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Mastery Grammar Guides 

Unit 4, Lesson 10 
The Antecedent of a Pronoun 


You have learned that a pronoun takes the place 
of a noun. The noun whose place is taken by a pro¬ 
noun is called the antecedent of the pronoun. Look 
at this sentence: “Mary wants to eat her lunch now.” 
If there were no pronouns in our language, that sen¬ 
tence would read, “Mary wants to eat Mary’s lunch 
now.” So we see that the pronoun “her” refers to, or 
takes the place of, the noun “Mary.” Therefore, the 
noun “Mary” is the antecedent of the pronoun “her.” 

Sometimes the antecedent happens to be another 
pronoun in the same sentence. For instance, in the 


case of this sentence, “Each of the boys fights his own 
battles,” you might think at first that “boys” is the 
antecedent. But it is not. “Each” is an indefinite 
pronoun, the subject of “fights.”. The pronoun “each” 
treats each boy separately. Therefore, “each” and not 
“boys” is the antecedent of “his.” 

You will often find cases in which an indefinite 
pronoun is the subject of a sentence and the antecedent 
of another pronoun. 

Examples: 1. Each of the boys knew his place in the line. 

2. Several of the girls left their books with me. 


Each of the sentences below has one pronoun which is italicized. Copy these pronouns in the space provided 
at the right, and after each pronoun write its antecedent. 


Italicized Pronoun Antecedent 


1. My mother lent Jack her fountain pen. 

2. Each of them should do his own work. 

3. Several persons in the room have not yet sharpened 
their pencils. 

4. You should do your own work. 

5. One of the boys has finished his work. 

6. Many of the boys have finished their work. 

7. The owners of the house can see its defects. 

8. Neither of them has finished his pie. 

9. Has either of the boys received his reward? 

10. Both men have gathered together their equipment 
for the journey. 

11. Helen has just written her brother a long letter. 

12. Sam has an interesting old stamp to add to his 
collection. 

13. The football team did its work well. 

14. Every one should mind his own business. 

15. Each of them thought his solution of the problem 
was the correct one. 

16. The audience expressed its approval with thunder¬ 
ous applause. 

17. Several of the girls have finished their work. 

18. The mob roared its disapproval as one of its mem¬ 
bers was taken to jail. 

19. Which of the twins has her hair bobbed? 

20. My uncle Henry is writing his autobiography. 


1 .. 

2 . 

3.. 

4.. 

5.. 

6 . 

7. 

8 . 

9. 

10 . 


11 . 


12 . 


13. 

14. 

15. 


16. 


17. 


18. 

19. 


20 . 


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Mastery Grammar Guides 

Unit 4, Lesson 11 

Agreement of a Pronoun with Its Antecedent 


In order to use the correct form of a personal pro¬ 
noun, you need to know when to use the singular form 
and when to use the plural form. 

The following rule will help you. Learn it. 

A pronoun agrees with its antecedent in number. 

Inasmuch as a pronoun must agree with its ante¬ 
cedent in number, it is very important that you should 
be able to find the antecedent. 

Suppose you wish to know whether to say “her 
lines” or “their lines” in the following sentence: “Each 


of the girls knew.lines of the play perfectly.” 

You remember that in a sentence like this the indefi¬ 
nite pronoun “each” is the subject of the sentence and 
the antecedent of “her.” 

Since the pronoun “each” treats each girl separately, 
it is singular; therefore, we use the singular pronoun 
“her” to agree with the singular antecedent “each.” 

It is necessary that you study carefully all sentences 
that contain an indefinite pronoun that might be an 
antecedent. 


In the parentheses to the left of each sentence below are two personal pronouns. One is plural; one is sin¬ 
gular. Select the pronoun that will make the sentence correct. Write it in the blank space. 


1. (their, his) Which of the boys is building. 

own radio? 

2. (her, their) Each of the girls brought. 

own sandwiches. 

3. (their, his) Neither of the men could find. 

watch. 

4. (his, their) Several students have not yet handed in 
.papers. 

5. (their, his) Which of you boys usually finishes 
.work first? 

6. (their, his) Many of the boys have completed 

. . .assignment. 

7. (his, their) Only one of the men told. 

story. 

8. (his, their) Which of the children did not bring 
.excuse? 

9. (his, their) Many persons are bringing. 

lunches with them. 

10. (his, their) Ten of the boys are wearing emblems 

on.sweaters. 


11. (its, their) The club had .first meeting 

last week. 

12. (their, his) Some one must have forgotten. 

coat. 

13. (its, their) The Boy Scouts’ organization is one of 

the finest of.kind in America. 

14. (their, its) The members of the team did. 

best, but they were defeated. 

15. (their, her) Not one of the girls has brought. 

contribution yet. 

16. (its, their) The band played.first con¬ 

cert in the park tonight. 

17. (his, their) Each of those boys always does. 

best. 

18. (their, his) The attendants at the theater were 

resplendent in.new uniforms. 

19. (his, their) Not one of those people told us. 

name. 

20. (their, his) Several of the boys carried. 

bedding with them. 


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Mastery Grammar Guides 
Unit 4, Lesson 12 
Correct Use of Case 


Many mistakes are made in the use of the nominative 
and objective cases of personal pronouns. 

By this time, however, you should understand case 
so thoroughly that you will always know whether to 
use the nominative or objective form. 

It is important always to remember that the case of 
a pronoun depends upon its use in the sentence. 

Use the nominative case when the pronoun is used 

1. As the subject. 

2. As a predicate nominative. 

3. In apposition with a noun in the nominative case. 

Use the objective case when the pronoun is used 

1. As the direct object. 

2. As object of a preposition. 

3. As an indirect object. 

4. In apposition with a noun in the objective case. 


Suppose you wish to supply the correct word in the 
blank in the following sentence, “I can explain the 
problem to Jack and.” (he, him) 

You see at a glance that "he” is the nominative form 
and "him” the objective. In order to know which case 
is correct, you will have to find how the word is used. 

To do this, follow the usual steps. First, find the 
subject, predicate, complement, and kind of comple¬ 
ment. In many sentences you will need to look no 
further. 

In the particular sentence we are considering, "I can 

explain the problem to Jack and .,” this is not 

enough, however. We look next for the prepositional 

phrases and find that "Jack” and ".” are the 

objects of the preposition "to.” Therefore, we choose 
the objective form, "him.” 


In the parentheses to the left of each sentence below are two personal pronouns. One is in the nominative 
case; the other is in the objective case. Select the pronoun that will make the sentence correct. Write it in the 
blank space. 

After each sentence write the use of the pronoun. (Use abbreviations.) 


1. (he, him) Were Bob and. coming tonight? 

2. (I, me) This crate of apples was sent to Harry and 
.by our mother. 

3. (she, her) Is that.? 

4. (she, her) Did you invite John and.? 

5. (he, him) Can that be.? 

6. (I, me) Are you going with Molly and.? 


7. (they, them) It might have been. 

8. (she, her) Have you seen Alice and.? 

9. (I, me) Will you sit beside Dick and.? 

10. (she, her; he, him) When did.and. 

become such good friends? 

11. (I, me) Make room for Ted and. 

12. (they, them) Where have you seen.before? 


13. (we, us).boys had a wonderful time at 

the beach. 

14. (we, us) Several of .girls were at the 

beach on Friday, too. 


15. (us, we) Some of.boys are planning 

another trip next week. 

16. (I, me) He divided the money evenly between 

Henry and.. 

17. (she, her) Do you wish to sit beside Helen and 
.? 

18. (them, they) Is that.who just passed? 

19. (I, me) Jack, Jim, and.are going on a long 

hike. 

20. (me, I) Make room for Jerry and. 

21. (us, we) Who saw.boys yesterday after¬ 

noon? 

22. (me, I) Please pass the candy to Helen and. 

23. (he, him) During their stay at the camp Sam and 
.had never once had to wash dishes. 

24. (we, us) Several of.are going to the 

Iowa picnic tomorrow. 

25. (he, him) I asked Jack and.two simple 

questions. 


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Mastery Grammar Guides 

Unit 4, Lesson 13 
Correct Use of Personal Pronouns 


The principal object of our study of pronouns is 
that you may learn to use the right form of the personal 
pronoun at the right time. In other words, you need 
to know these things: 

(а) When to use the nominative or objective case. 

(б) When to use the singular or plural number. 

You have already studied these things separately; 

now you are ready to study them together. 

Remember these two r ules: 

1. A pronoun agrees with its antecedent in number. 

2. The case of a pronoun depends upon its use. 

Use the nominative case when the pronoun is used as 
a subject, a 'predicate nominative, or in apposition with a 
word in the nominative case. 


Use the objective case when the pronoun is used as 

a direct object, the object of a preposition, an indirect 
object, or in apposition with a word in the objective case. 

The following plan is of value in choosing the correct 
word. But you must follow it exactly before it can help 
you. 

1. Find the difference between the two words you 
are to choose between. 

2. If there is a difference in number, find the ante¬ 
cedent and follow Rule 1. 

3. If there is a difference in case, find how the word 
is used in the sentence. Then follow Rule 2. 


In the parentheses to the left of each sentence below are two personal pronouns. Sometimes one pronoun is 
in the nominative case and the other is in the objective case. Sometimes one pronoun is singular and the other 
is plural. Select the pronoun that will make the sentence correct. Write it in the blank space. 


1. (his, their) Every one will be willing to give. 

share. 

2. (he, him) Had you ever seen Jim and. 

together before? 

3. (we, us) Each of.boys is making a kite. 

4. (her, their) Ask every girl to keep.seat. 

5. (his, their) All the children had taken. 

pens from the desk. 

6. (us, we) I had heard something funny about both 

of.girls. 

7. (she, her) Please read this letter and then pass it to 

Catherine and. 

8. (his, their) Every soldier has.own rifle. 

9. (his, their) All the guests on this mountain trip 

should take.own bedding. 

10. (I, me) You were looking at Helen and., 

but you did not see us. 

11. (his, their) Neither of those boys cleans. 

shoes. 


13. (I, me) Did you see Jack, Jim, and.at the 

football game Saturday? 

14. (her, their) Neither of the girls wants to lose. 

chance of becoming president of the class. 

15. (I, me) Did you call Jerry or.? 

16. (us, we) .boys had left our excuses at 

home. 

17. (his, their) Every one had.own solution. 

18. (his, their) All the members kept.own 

things in.order. 

19. (I, me) Next Saturday at the baseball game Jack 

and.will play. 

20. (I, me) Please let Mary sit between Helen and 

21. (he, him) Is that.standing by the door? 

22. (they, them) Those are. 

23. (he, him) Are you going with John and.? 

24. (I, me) If you were., would you go? 

25. (he, him) It was.whom you heard. 


[42 ] 


12. (I, me) Either Helen or. 


will help you. 





































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Mastery Grammar Guides 

Unit IV 

Daily Drill 

Properties of Nouns and Pronouns 


1 . Person. 1 Person is the distinguishing characteristic 

of personal pronouns. There are three persons: first, 
second, and third. 

(a) First person denotes the person speaking. 
Example: I am going to town. 

(b) Second person denotes the person spoken to. 
Example: You give me your address. 

(c) Third person denotes the person spoken about. 
Example: He is my friend. 

2. Gender \ There are four kinds of gender: mascu¬ 
line, feminine, neuter, common. 

(а) Masculine gender refers to the male sex. 

Example: The man ate his lunch. 

(б) Feminine gender refers to the female sex. 

Example: The girl ate her lunch. 

(c) Neuter gender refers to objects without sex; that 
is, neither masculine nor feminine. 

Example: This book has lost its cover. 

(d) Common gender refers to nouns or pronouns that 
may be either masculine or feminine, or both. 

Example: My cousins have found their dog. 

3. Number. There are two kinds of number: singu¬ 
lar and plural. 

(a) Singular number means one ; for example, man, 
she. 

1 Although the distinguishing characteristic of the personal 
pronoun is person, some authors regard person as a property of 
nouns and other kinds of pronouns. 


(6) Plural number means more than one ; for example, 
men, women, they. 

4. Case. There are three cases: nominative, posses¬ 
sive, objective. 

The case of a noun or pronoun depends upon the use 
of the word in the sentence. 

The following outline will help you determine the 
case of a noun or pronoun; 


Nominative Case 

Subject Noun of direct address 

Predicate nominative Exclamatory noun 

Word used in apposition with another word in the 
nominative case. 

Possessive Case 
Possessive modifier 

Objective Case 

Direct object 
Object of preposition 
Indirect object 

Word used in apposition with another word in the 
objective case. 

Usage 

1. The pronoun agrees with its antecedent in number 
and gender. 

2. All subjects and predicate nominatives are in the 
nominative case. 

3. All objects are in the objective case. 


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Mastery Grammar Guides 

Unit IV 

Supplementary Sentences 


1. Give us a bite of your cake. 

2. Has this happened to you often? 

3. Was that she who called? 

4. Each of the boys is going tomorrow. 

5. Lindbergh, the hero of the hour, came through our 

town Tuesday. # 

6. Is that Bob between them? 

7. Hand me my thimble, please. { 

8. Jack has been my friend for many years. 

9. Take Jane and him those books. 

10. Neither of the boys has brought his own pencil. 

11. Will you sing us a song? 

12. Those are they. 

13. Pass the box of candy to Sam and him. 

14. Heavens! Where is my new umbrella? 

15. Margaret, the most popular girl in school, will be at 
the party tonight. 

16. Margaret, the most popular girl in school will be at 
the party tonight. 

(Notice the difference in punctuation in Sentences 
15 and 16.) 

17. That girl is she. 

18. There is often a discussion between his father and 
him about football. 

19. Jack and he have always'been great pals. 

20. The radio, a comparatively recent invention, is a 
marvelous instrument. 

Correct Usage 

21. (he, him) What happened between Charles and 
.? 

22. (their, his) Every person should attend to 
own business. 

23. (she, her) Was that.who called? 

24. (he, him) Take Jane and.those books. 

25. (they, them) Can it be .whom I saw? 

26. (his, their) Neither of the boys has brought. 

own pencil. 

27. (them, they) Those are. 

28. (I, me) Pass the box of candy to Sam, Harry, and 


29. (his, their) All the men recognized.own 

things. 

30. (her, she) Is that.whom you met? 

31. (me, I) Sit beside Mother and. 

32. (his, their) Every one thought of . own 

mother. 

33. (we, us) Many of . boys brought our own 

skates. 

34. (she, her) He watched Sally and., wondering 

if they would ever tire of their nonsense. 

35. (I, me) Mother sent Bob and.a box of cake 

and cookies at Christmas time. 

36. (I, me) Mary and . are leaving for Boston 

tomorrow. 


37. (their, her) Can either of the girls bring 
kodak? 

38. (we, us) . members of the club must stand 

together on this proposition. 

39. (he-, him) Have you seen Harry and.since the 

party? 

40. (I, me) You and . should be able to do this 

work easily. 

41. (he, him) No, this is not. 

42. (I, me) Will you go to the theater with Marion and 
.on Thursday? 

43. (she, her) Bob and.did some of the best work 

in the class. 

44. (his, their) Neither of the boys brought . 

instrument. 

45. (I, me) Can’t you leave those books here for Bob 

and.? 

46. (I, me) Harry and.want a tie like yours 

47. (them, they) Give these apples to. 

48. (her, she) Was that.? 

49. (he, him) Give Louis and.your address. 

50. (me, us) Some of . boys knew there was no 

meeting. 

51. (us, we) .girls are having a picnic tonight. 

52. (she, her) Did you see Leone and . at the 

meeting? 

53. (we, us) Save your old magazines for.boys. 

54. (his, their) Many of the men had.vacations 

late in the summer. 

55. (him, he) Have you heard from Eleanor or.? 

56. (she, her; me, I) . and . are good 

friends. 

57. (they, them) Tell.the story of your adven¬ 

ture. 

58. (he, him) Beside Sam and .sat an old man. 

59. (he, him; me, I).and.are going to the 

show tonight. 

60. (I, me) Bring Harry and.a piece of the cake. 

61. (me, I) It seems to Mother and.that this plan 

is better. 

62. (I, me) Near Margaret and.stood an interest¬ 

ing character. 

63. (him, he) Could it have been.? 

64. (her, she) No, it must have been. 

65. (her, she) I saw Marian and.last night. 

66. (I, me) Wire Mother and.the result of your 


interview. 

67. (I, me) Between Louise and . sat the dis¬ 

tinguished visitor. 

68. (I, me) Would you lend Louise and . your 

copy of the book? 


69. (we, us) Both of . girls have been working 

hard today. 

70. (their, his) Neither of the boys can bring . 

skates. 


[44] 






















































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Mastery Grammar Guides 
Test on Unit IV 

Form A 


Date 


I. Under the number 1 below, copy the pronouns 
from the first sentence. Copy the pronouns from each 
of the other sentences under the proper number. 

1. Many of our friends like these better. 

2. Whom do you want for president? 

3. This has been one of our most successful meetings. 

Pronouns 

12 3 


II. Some of the nouns and pronouns below are singu¬ 
lar in number; some are plural. Put a cross (x) before 
those that are singular. 

( ) each ( ) he ( ) which ( ) neither 

( ) some ( ) flock ( ) many 

( ) them ( ) either ( ) bunch 

III. In the following list of nouns and pronouns there 
are four kinds of gender. Put the letter m before all 
masculine nouns and pronouns; the letter / before all 
that are feminine; the letter cbefore all nouns and pro¬ 
nouns of common gender; and the letter - n before all 
that are neuter. 

( ) it ( ) he ( ) me ( ) cousin 

( ) she ( ) friends ( ) I 

( ) we ( ) her ( ) its 

IV. In the following list there are pronouns in the 
first, second, and third person. Place before each pro¬ 
noun the figure that shows whether it is in the first 
person (1), second person (2), or third person (3). 

( ) we ( ) us ( ) yours ( ) my 

( ) they ( ) his ( ) I 

( ) you ( ) its ( ) he 

V. Some of the nouns and pronouns in the following 
sentences are in the nominative case; some are not. 
Find the ones that are in the nominative case. Copy 
them in the proper column. 

These words may be used as the subject or as the 
predicate nominative. Opposite each word write its 
use in the sentence. 


1. That may have been she. 

2. This book Bob has read before. 

3. Yes, it was I. 

Noun or Pronoun Use of Word 


VI. Some of the nouns and pronouns in the sentences 
below are in the objective case; some are not. Find the 
ones that are in the objective case. Copy them in the 
proper column below. 

These nouns and pronouns are used in three different 
ways: (1) as direct objects; (2) as objects of prepositions; 
(3) as indirect objects. Opposite each word write its 
use in the sentence. 

1. Harry sat between Bob and me. 

2. Send Anne and him a copy of the magazine. 

3. This pencil I have had since Tuesday. 

Noun or Pronoun Use of Word 


VII. In the parentheses to the left of each sentence 
below are two personal pronouns. Sometimes one pro¬ 
noun is in the nominative case and the other is in the 
objective. Sometimes one pronoun is in the singular 
number and the other is in the plural. Select the 
pronoun that will make the sentence correct. Write 
it in the blank space. 

1. (us, we) May .girls go to the show tonight? 

2. (he, him) Please pass the candy to Helen and. 

3. (me, I) Won’t you show Mildred and. your 

new dress? 

4. (their, his) Each of the boys carried . own 

supplies. 

5. (she, her) Could that be.now? 

6. (her, their) Neither of the girls has returned. 

book to the library. 


[45] 










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Mastery Grammar Guides 
Test on Unit IV 

Form B 


Date 


I. Under the number 1 below, copy the pronouns 
from the first sentence. Copy the pronouns from each 
of the other sentences under the proper number. 

1. Which of these is your pencil? 

2. Some of my friends sent me these flowers. 

3. Each of the boys brought his own lunch. 

Pronouns 

12 3 


II. Some of the nouns and pronouns below are singu¬ 
lar in number; some are plural. Place a cross before 
those that are singular. 

( ) both ( ) all ( ) several ( ) one 

( ) each ( ) herd ( ) army 

( ) they ( ) no one ( ) her 

III. In the following list of nouns and pronouns there 
are four kinds of gender. Put the letter m before all 
masculine nouns and pronouns; the letter / before all 
that are feminine; the letter c before all nouns and pro¬ 
nouns of common gender; and the letter n before all 
that are neuter. 

( ) you ( ) them ( ) us ( ) her 

( ) him ( ) desk ( ) it 

( ) relatives ( ) she ( ) his 

IV. In the following list there are pronouns in the 
first, second, and third person. Place before each pro¬ 
noun the figure that shows whether it is in the first per¬ 
son (1), second person (2), or third person (3). 

( ) them ( ) him ( ) she ( ) mine 

( ) your ( ) you ( ) it 

( )our ( )me ( ) I 

V. Some of the nouns and pronouns in the following 
sentences are in the nominative case; some are not. 
Find those that are in the nominative case. Copy 
them in the proper column. 

These words may be used as the subject or as the 
predicate nominative. Opposite each word write its 
use in the sentence. 


1. That man must be he. 

2. That problem Allen and I worked last night. 

3. That might be she now. 

Noun or Pronoun Use of Word 


VI. Some of the nouns and pronouns in the sentences 
below are in the objective case; some are not. Find 
the ones that are in the objective case. Copy them in 
the proper column below. 

These nouns and pronouns are used in three different 
ways: (1) as direct objects; (2) as objects of preposi¬ 
tions; (3) as indirect objects. Opposite each word 
write its use in the sentence. 

1. Give Henry and her the book now. 

2. All that story he had never heard. 

3. Are you going with Bob and me? 

Noun or Pronoun Use of Word 


VII. In the parentheses to the left of each sentence 
below are two personal pronouns. Sometimes one 
pronoun is in the nominative case and the other is in 
the objective. Sometimes one pronoun is in the singu¬ 
lar number and the other is in the plural. Select the 
pronoun that will make the sentence correct. Write it 
in the blank space. 

1. (their, his) Which of your friends brought.car? 

2. (he, him) Send Jack and.to the office. 

3. (she, her) It might have been. 

4. (we, us) Should. girls report for English now? 

5. (we, us) No, some of.girls should remain here. 

6. (her, their) Every girl thought of.own mother. 


[46] 










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Mastery Grammar Guides 
Test on Unit IV 

Form C 


I. Under the number 1 below, copy the pronouns 
from the first sentence. Copy the pronouns from each 
of the other sentences under the proper number. 

1. Some of those boys were excused. 

2. What is your name, please? 

3. Neither of them knew his way about the city. 

Pronouns 

12 3 


II. Some of the nouns and pronouns below are singu¬ 
lar in number; some are plural. Place a cross before 
those that are singular. 

( ) all ( ) either ( ) team ( ) everybody 

( ) many ( ) some ( ) which 

( ) bunch ( ) no one ( ) their 

III. In the following list of nouns and pronouns there 
are four kinds of gender. Put the letter m before all 
masculine nouns and pronouns; the letter / before all 
that are feminine; the letter c before all nouns and pro¬ 
nouns of common gender; and the letter n before all 
that are neuter. 

( ) any one ( ) aunt ( ) me ( ) he 

( ) her ( ) his ( ) they 

( ) customer ( ) its ( ) pencil 

IV. In the following list there are pronouns in the 
first, second, and third person. Place before each pro¬ 
noun the figure that shows whether it is in the first per¬ 
son (1), second person (2), or third person (3). 

( ) us ( ) his ( ) we ( ) ours 

( ) her ( ) yours ( ) you 

( ) my ( ) they ( ) their 

V. Some of the nouns and pronouns in the following 
sentences are in the nominative case; some are not. 
Find the ones that are in the nominative case. Copy 
them in the proper column. 

These words may be used as the subject or as the 
predicate nominative. Opposite each word write its 
use in the sentence. 


1. They have been merchants in this city for a long time. 

2. Could it have been Mr. Martin? 

3. Harold and I had never played tennis before. 

Noun or Pronoun Use of Word 


VI. Some of the nouns and pronouns in the sentences 
below are in the objective case; some are not. Find the 
ones that are in the objective case. Copy them in the 
proper column below. 

These nouns and pronouns are used in three different 
ways: (1) as direct objects; (2) as objects of prepositions; 
(3) as indirect objects. Opposite each word write its 
use in the sentence. 

1. Pass Blanche and me the bread, please. 

2. Some of this work we might do tomorrow. 

Noun or Pronoun Use of Word 


VII. In the parentheses to the left of each sentence 
below are two personal pronouns. Sometimes one pro¬ 
noun is in the nominative case and the other is in the 
objective. Sometimes one pronoun is singular in num¬ 
ber and the other is plural. Select the pronoun that 
will make the sentence correct. Write it in the blank 
space. 

1. (us, we) Many of.boys had already learned to 

swim. 

2. (she, her) What happened to Helen and.? 

3. (their, his) Either of the men would recognize. 

own things. 

4. (we, us).girls played tennis at noon today. 

5. (he, him) That may be now. 

6. (I, me) Send Jack and.your new address. 


[47] 










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Name. Date 

Mastery Grammar Guides 
Test on Unit IV 

FormD 


I. Under the number 1 below, copy the pronouns from 
the first sentence. Copy the pronouns from each of the 
other sentences under the proper number. 

1. Many of our friends have not yet returned. 

2. Who is the man in that unusual car? 

3. Several of these I shall not keep. 

Pronouns 

12 3 


1. Fred was a fine violinist. 

2. Some beautiful pieces he would play for us every 
evening. 

3. We had been partners for years. 

Noun or Pronoun Use of Word 


II. Some of the nouns and pronouns below are singu¬ 
lar in number; some are plural. Place a cross before 
those that are singular. 

( ) several ( ) all ( ) some one ( ) one 

( ) any one ( ) these ( ) both 

( ) army ( ) either ( ) pair 

D 

III. In the following list of nouns and pronouns there 
are four kinds of gender. Put the letter m before all 
masculine nouns and pronouns; the letter / before all 
that are feminine; the letter c before all nouns and pro¬ 
nouns of common gender; and the letter n before all 
that are neuter. 

( ) clerk ( ) he ( ) desk ( ) him 

( ) I ( ) she ( ) it 

( ) uncle ( ) their ( ) everybody 

IV. In the following list there are pronouns in the 
first, second, and third person. Place before each pro¬ 
noun the figure that shows whether it is in the first 
person (1), second person (2), or third person (3). 

( ) we ( ) your ( ) they ( ) our 

( ) us ( ) she ( ) them 

( ) he ( ) you ( ) I 

V. Some of the nouns and pronouns in the sentences 
below are in the nominative case; some are not. Find 
the ones that are in the nominative case. Copy them 
in the correct column below. 

These words may be used as the subject or as the 
predicate nominative. Opposite each word write its 
use. 

> 


VI. Some of the nouns and pronouns in the sentences 
below are in the objective case; some are not. Find 
the ones that are in the objective case. Copy them in 
the proper column below. 

These nouns and pronouns are used in three different 
ways: (1) as direct objects; (2) as objects of prepositions; 
(3) as indirect objects. Opposite each word write its 
use in the sentence. 

1. Many of our lessons we study at home. 

2. Won’t you tell Sarah and me your plan? 

Noun or Pronoun Use of Word 


VII. In the parentheses to the left of each sentence 
below are two personal pronouns. Sometimes one pro¬ 
noun is in the nominative case and the other is in the 
objective. Sometimes one pronoun is in the singular 
number and the other is in the plural. Select the pro¬ 
noun that will make the sentence correct. Write it in 
the blank space. 

1. (she, her) Won’t you please show Helen and. 

your notebook? 

2. (us, we).boys are planning a camping trip. 

3. (his, their) Each of the boys will take.own 

camping outfit. 

4. (I, me) Won’t you come with Wilbur and.? 

5. (he, him) That must be.at the door. 

6. (we, us) Some of.boys are leaving earlier than 

the others. 


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Name 


Mastery Grammar Guides 
Test on Unit IV 

Form E 


Date 


I. Under the number 1 below, copy the pronouns from 
the first sentence. Copy the pronouns from each of the 
other sentences under the proper number. 

1. What is the name of your dog? 

2. We bought all of these at a bazaar last week. 

3. One of our neighbors brought us this cake. 

Pronouns 

12 3 


II. Some of the nouns and pronouns below are singu¬ 
lar in number; some are plural. Place a cross before 
those that are singular. 

( ) company ( ) those ( ) collection ( ) which 

( ) many ( ) anybody ( ) neither 

( ) every one ( ) more ( ) some 

III. In the following list of nouns and pronouns there 
are four kinds of gender. Put the letter m before all 
masculine nouns and pronouns; the letter / before all 
that are feminine; the letter c before all pronouns of 
common gender; and the letter n before all that are 
neuter. 

( ) grandmother ( ) her ( ) one ( ) he 

( ) his ( ) me ( ) them 

( ) house ( ) its ( ) cousin 

IV. In the following list are pronouns in the first, 
second, and third person. Place before each pronoun 
the figure that shows whether it is in the first person (1), 
the second person (2), or the third person (3). 

( ) him ( ) her ( ) me ( ) we 

( ) yours ( ) us ( ) you 

( ) their ( ) them ( ) our 

V. Some of the nouns and pronouns in the following 
sentences are in the nominative case; some are not. 
Find those that are in the nominative case. Copy them 
in the proper column. 

These words may be used as the subject or as the 
predicate nominative. Opposite each word write its 
use. 


1. Dr. Summers had once been president of the college. 

2. The students honored and highly respected him. 

3. Dr. Miller became president several years later. 

Noun or Pronoun Use of Word 


VI. Some of the nouns apd pronouns in the sentences 
below are in the objective case; some are not. Find the 
ones that are in the objective case. Copy them in the 
proper column below. 

These nouns and pronouns are used in three different 
ways: (1) as direct objects; (2) as objects of prepositions; 
(3) as indirect objects. Opposite each word write its 
use in the sentence. 

1. Some of my favorite dresses Mother has made from 
remnants. 

2. Did Bob send you and Paul an announcement of his 
wedding? 

Noun or Pronoun Use of Word 


VII. In the parentheses at the left of each sentence 
below are two personal pronouns. Sometimes one 
pronoun is in the nominative case and the other is in the 
objective. Sometimes one pronoun is singular in 
number and the other is plural. Select the pronoun 
that will make the sentence correct. Write it in the 
blank space. 

1. (we, us) Neither of.boys wants to go. 

2. (I, me) Dorothy and.will go there. 

3. (him, he) Mother sent Donald and.after some 

bread. 

4. (me, I) Won’t you sit between Marian and.in 

the auditorium? 

5. (his, their) Which of the boys left.book here? 

6. (us, we).girls liked the entertainment very 

much. 


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Mastery Grammar Guides 
Unit 5, Lesson 1 
Clauses 


In studying the parts of a sentence, we began with the 
subject, predicate, and complements. 

Then we studied the two different kinds of words that 
modify the subject, predicate, and complement: namely, 
adjectives and adverbs. 

After that came the groups of words, called preposi¬ 
tional phrases, that also modify subjects, predicates,and 
complements. These prepositional phrases, you re¬ 
member, are used like adjectives or adverbs. 

The next part of a sentence that we study is the 
clause. 


A clause is any group of words having a subject 
and a predicate. 

In this sentence, “You have read the definition,” 
“you” is the subject; “have read” is the predicate. 
Therefore, “You have read the definition” is a clause. 

In this sentence, “I see the car,” “I” is the subject; 
“see” is the predicate. Therefore, “I see the car” is a 
clause. 

Remember that a clause must have a subject and a 
predicate. If you find no subject and predicate, there 
is no clause. 


Below are twenty-five groups of words. Some are clauses; some are not. Study them carefully. Select 
the clauses and put a cross (x) before each one. 

Then put one line under the subject of each clause, and two lines under the predicate. If you cannot find a 
subject and predicate in each group of words that you have marked with a cross, you will know that it is not a 
clause and that you made an error in marking it. 


( ) 1. With a ball. 

( ) 2. Big, blue eyes. 

( ) 3. She showed me her doll. 

( ) 4. As the wind swept by. 

( ) 5. In the front yard. 

( ) 6. From the window. 

( ) 7. Where are you going? 

( ) 8. On the couch. 

( ) 9. She smiled. 

( ) 10. He played with his pencil. 

( ) 11. A tired person. 

( ) 12. The sun sets in the west. 

( ) 13. On the chifforobe in the north room you will 

find the articles listed here. 

( ) 14. At the table sat three women intent upon 

their work. 


( ) 15. A lavender dress, tortoise-rimmed glasses, 

an unusual pin, and curly auburn hair. 

( ) 16. The man who had been in France recently. 

( ) 17. The procession wended its way quietly to its 

destination. 

( ) 18. Piles of books, a disordered mass of papers, 

a ruler, two bottles of paste, and a type¬ 
writer. 

( ) 19. Hidden in a far comer of the room. 

( ) 20. If you can keep this record for a week. 

( 'I 21. Had you heard the news of their arrival? 

( ) 22. Bound by his promise to carry on the busi¬ 

ness of his father 

( ) 23. When their tools have been put away for 

the day. 

( ) 24. Turning proudly away from the scene of his 

disappointment. 

( ) 25. This will be our last day together this 

summer. 


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Mastery Grammar Guides 

Unit 5, Lesson 2 

Principal and Subordinate Clauses 


In your last lesson you learned that a clause is any 
group of words having a subject and predicate. 

There are two general divisions of clauses: principal 
and subordinate. We shall not attempt to work out 
complete definitions for these two kinds of clauses in 
this lesson. We shall simply consider certain facts that 
are often true about them. 

Clauses that express a complete thought by them¬ 
selves are principal clauses. 

Example: We attended church on Easter morning. 

Subordinate clauses, however, need more explana¬ 
tion. In the word subordinate, the syllable sub means 
“under.” 

You know that the “subs” on a baseball team are not 


so important as the regular players. As players, they 
are ranked below or under the regular ones. The “subs” 
play only occasionally, whereas there are always regular 
or principal players on the team. It is the same way 
with clauses. There are always principal clauses in a 
sentence, but only sometimes are there subordinate 
clauses. 

We have said that a clause that can express a com¬ 
plete thought by itself is a principal clause. 

Clauses that need another clause to complete their 
meaning are subordinate clauses. 

Example: Whatever I think of Morris. 

This rule does not always hold good in more ad¬ 
vanced sentences, but it is a good starting point. 


You will find below twenty-five clauses that are written without capitals and without end marks. Some are 
principal clauses; others are subordinate. Read them over carefully. Select the principal clauses and place a cross 
(x) before each of them. 


( ) 1. I wanted to go to the beach 

( ) 2. if I had finished my work 

( ) 3. next time I shall work harder 


( ) 14. on the table lay paper, pencil, and paste 

( ) 15. in the living room we saw both a piano and 

a radio 


( ) 4. whenever I hear an aeroplane 

( ) 5. whom I had never seen before 

( ) 6. when you go to the city 

( ) 7. when are you going to the city 

( ) 8. this lesson will soon be completed 

( ) 9. because you are my friend 

( ) 10. shall you be glad 

( ) 11. while you are practicing 

( ) 12. we drove to the mountains during vacation 

( ) 13. which she brought me yesterday 


( ) 16. although I tried many times 

( ) 17. the telephone has not rung today 

( ) 18. it rained rather hard last night 

( ) 19. our cousins returned to their home last week 

( ) 20. before you go 

( ) 21. which is always ready 

( ) 22. while you are away on your vacation 

( ) 23. in the living room hangs a beautiful picture 

( ) 24. when I see your mother tomorrow afternoon 

( ) 25. that child has three younger sisters 






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Mastery Grammar Guides 

Unit 5, Lesson 3 
Subordinate Clauses 


In your last lesson you learned about subordinate 
clauses in a general way. In this lesson you will study 
them more carefully. 

In this sentence, “The birds sang yesterday/’ “yes¬ 
terday” tells when the birds sang. It modifies “sang”; 
therefore, it is an adverb. 

But in this sentence, “The birds sing when the sun 
shines,” not one word, but the whole clause, “when the 
sun shines,” tells when the birds sing and modifies the 
verb “sing.” Therefore, “when the sun shines” is a 
clause used like an adverb. 

Such a clause is a subordinate clause, for the true 
definition of a subordinate clause is this: 

A subordinate clause is a clause that is used like 
a part of speech. 

Example: I saw the girl who has blue eyes. 

In the sentence, “I saw the blue-eyed girl,” “blue¬ 
eyed” is an adjective telling which girl I saw. 

But in the example given above, the whole group of 


words, “who has blue eyes,” tells which girl I saw; so it 
is a subordinate clause used like an adjective. 

There is an interesting distinction between subor¬ 
dinate clauses and prepositional phrases. 

A prepositional phrase is a group of words without a 
subject and predicate which is used like a part of speech. 

A subordinate clause is a group of words with a 
subject and predicate which is used like a part of speech. 

Examples: 1. We go to Florida in the winter. (Preposi¬ 
tional phrase.) 

2. In winter we go where it is warm. (Subordi¬ 
nate clause.) 

There are three kinds of subordinate clauses: adjec¬ 
tive, adverbial, and noun. 

A clause that is used like an adjective is an adjective 
subordinate clause. 

A clause that is used like an adverb is an adverbial 
subordinate clause. 

A clause that is used like a noun is a noun subordi¬ 
nate clause. 


(a) You have learned a number of facts about clauses in Lessons 1,2, and 3. 
incomplete form. Write one word in each blank that will make the statement true. 


1. A clause is a group of words having a. 

and a. 

2. The two general divisions of clauses are. 

and.. 

3. A subordinate clause is a clause used like one 

. of . 


These facts are stated below in 

4. An adverbial subordinate clause is a clause used 

like an . 

5. An adjective subordinate clause is a clause used 

like an. 

6. A noun subordinate clause is a clause used like a 


(6) Each of the following sentences contains a group of words in parentheses. Some of these groups are 
subordinate clauses. Others are prepositional phrases. Underline the subordinate clauses. 


1. The girl (with the blue eyes) is my youngest sister. 

2. There goes the boy (who won the hundred-yard 
dash in the field meet yesterday). 

3. That child (who laughed so heartily) has a keen 
sense of humor. 

4. The boy (in the red sweater) is very popular. 

5. The boy (who is wearing a red sweater) is very 
popular. 


6. (During the long, hot afternoon) the two boys 
played checkers. 

7. (While we were sleeping), our mother made an 
angel food cake. 

8. This book (which is very long) is also very in¬ 
teresting. 

9. Please bring me the magazine (with the red cover). 

10. The Indian chief (whom we met) speaks English 
fluently. 


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Mastery Grammar Guides 

Unit 5, Lesson 4 
Relative Pronouns 


You know that a pronoun is a word that stands for 
a noun. In this sentence, “I do not know you/’ “I” 
stands for my name; “you” stands for your name. 
But the words these pronouns stand for are not in the 
sentence. 

In this sentence, “Who plays the piano?” we do not 
know what noun the pronoun “who” stands for. But 
in this sentence, “The man who plays the piano is my 
father,” “who” stands for man and, in addition, it 
relates to man. 

Such pronouns are called relative pronouns. 

A relative pronoun is a pronoun that stands for and 
also relates to some noun or pronoun that comes before 
it in the same sentence. 

The following words are often used as relative pro¬ 
nouns : 

who which that 

whose 

whom 


Remember, however, that these words are relative 
pronouns only when they stand for and relate to some 
noun or pronoun that comes before them in the same 
sentence. 

Notice the word “before” in the definition. 

In this sentence, “I want that apple,” “that” does 
not relate to any noun or pronoun that comes before it. 
It modifies “apple”; therefore, it cannot be a relative 
pronoun; it is simply an adjective. 

In this sentence, “Who sang the solo?” “who” 
cannot relate to any noun that comes before it in the 
sentence; therefore, it is not a relative pronoun. 

In this sentence, however, “The sentences that I 
wrote were correct,” “that” stands for and relates to 
“sentences,” a word that precedes it; therefore, it is a 
relative pronoun. 


Some of the sentences below contain relative pronouns. Others contain words that are often used as 
relative pronouns, but they are not so used in these sentences. 

Opposite each sentence write the relative pronoun, if there is one, which it contains. After the relative 
pronoun write the noun or pronoun to which it relates. (This word is the antecedent of the pronoun.) 

Relative Pronoun Antecedent 


1. I enjoyed the walk that we took. 

2. The food which you eat should be healthful. 

3. I read that book last year. - 

4. The pupil whom you mentioned is absent. 

5. Which way did the girl with the blue dress go? 

6. Who asked the question about fumigation? 

7. The man who lectured on prohibition spoke well. 

8. The boy who wrote that theme did some very good 
work. 

9. The woman who was here came from Belmont. 

10. This is the book that I recommend. 

11. That boy has finished his work. 

12. I had read the book that the lecturer mentioned. 


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Mastery Grammar Guides 

Unit 5, Lesson 5 
Adjective Clauses 


You have learned in a previous lesson that an adjec¬ 
tive clause is a clause that is used like an adjective. 

First, let us review what adjectives do: 

1. Adjectives modify nouns and pronouns. 

2. Adjectives tell which one, what kind, or how many. 

If we say, “The gray-haired man is my father,” 
“gray-haired” is an adjective telling which man is my 
father. 

But if we say, “The man who has gray hair is my 
father,” the clause, “who has gray hair,” tells which man 
is my father. Therefore, it is used like an adjective, 
and we call it an adjective subordinate clause. 

In your last lesson you studied relative pronouns. 
You learned that relative pronouns stand for and relate 
back to some noun or pronoun in the sentence. 


There is an interesting connection between relative 
pronouns and adjective subordinate clauses. 

The three relative pronouns— who (whose and whom), 
which, and that —always introduce adjective subordi¬ 
nate clauses. 

For the present we shall study only those adjective 
clauses that are introduced by relative pronouns. 

Remember these two points: 

1. The relative pronouns that we have studied always 
introduce adjective subordinate clauses. 

2. The words who {whom and whose), which, and that 
are relative pronouns only when they stand for and 
relate back to some other noun in the sentence. 


Some of the sentences below contain adjective clauses; some do not. Each adjective clause is introduced by 
a relative pronoun. Find the sentences that contain adjective clauses. Place parentheses around each of these 


clauses. Place a cross (x) above each relative pronoun. 
Do not do anything with the sentences that do not 

x 

Example: I have not yet read the mail (that came this 
morning). 

1. The truck that just passed was loaded with gravel. 

2. Who is your teacher? 

3. When the clock runs down, we wind it. 


contain adjective clauses. 

10. Wherever you go in Southern California, you will 
find many beautiful places. 

11. The papers that I left at home were important. 

12. Is that the man whom you admire? 

13. That man must have been the principal of the 
school. 


4. The pupil who receives the best grades usually 
studies hard. 

5. The girl who just entered the room is Mary. 

6. The presents which she received for Christmas are 
very useful. 

7. The boy who wears glasses is John. 

8. The man drove the automobile rapidly down the 
street. 

9. Ivanhoe is the book which I sent my brother for 
Christmas. 


14. Whom did you ask to take your place? 

15. My friend who has been visiting me recently has 
returned to New York. 

16. Which course have you selected, Tom? 

17. The course that my adviser recommends is the 
commercial course. 

18. The records which you have brought are entirely 
satisfactory. 

19. Which of you two boys wants this book? 

20. The food that was provided was unusually good. 


[ 54 ] 









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Mastery Grammar Guides 


Unit 5, Lesson 6 


Subordinate Conjunctions 


You have learned that relative pronouns introduce 
adjective subordinate clauses. In this lesson you will 
learn about another kind of introductory word, the 

subordinate conjunction. 

You remember that a plain conjunction connects 
words, phrases, and clauses. In this sentence, “Mother 
and I went to town,” the conjunction “and” connects 
the two words “mother” and “I.” 

But in this sentence, “I went because my mother 
called me,” “because” connects the subordinate clause, 
“mother called me,” to the principal clause, “I went.” 

The particular kind of conjunction that connects a 
subordinate clause to a principal clause, or to that part 
of a principal clause which it modifies, is called a 
subordinate conjunction. 

Here is a list of words that are often used as sub¬ 
ordinate conjunctions: 


as 

if 

because 

before 


although 

unless 

for 

though 

lest 

so that 

than 

until 

except 

after 

till 

provided 


It is necessary that you learn this list of subordinate 
conjunctions. Every time you see one of these words 
introducing a clause, you will know instantly that the 
clause is a subordinate clause. 


You must remember, however, that these words are 
subordinate conjunctions only when they introduce a 
group of words containing a subject and predicate. 
Such a group of words is always a subordinate clause. 

Examples: 1. Although it was a stormy night, many persons 
attended the entertainment. 

2.1 shall go without fail unless my brother ar¬ 
rives on the morning train. 


Eleven of the sentences given below contain subordinate clauses that are introduced by subordinate conjunc¬ 
tions. Find these sentences, and put parentheses around each subordinate clause. Place a circle (0) above each 


subordinate conjunction. 

o 

Example: We shall stop now (because it is getting late). 

1. I remembered his name although I had seen him 
only once. 

2. If he were coming, he would be here now. 

3. Bob will not go unless you go. 

4. He talked as if he were leaving tonight. 

(Note: Sometimes two subordinate conjunctions are 
used together.) 

5. Yesterday Tom’s father spoke before the council. 

6. Because you are studying hard, you will soon 
complete your work. 

7. They finished their work quickly so that they could 
play before dark. 


8. We can come tonight provided our car has been 
repaired. 

9. The tower of the city hall rose high above the other 
buildings. 

10. The seniors were delighted because they won the 
championship. 

11. We shall help her if she writes her book this summer. 

12. After the doors are closed, no one can be seated. 

13. After the parade we shall have lunch in Eagle Rock. 

14. The park near the lake is the scene of many de¬ 
lightful outings. 

15. Unless your business is very important, I should 
like to postpone our interview until Tuesday. 


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Mastery Grammar Guides 

Unit 5, Lesson 7 
Subordinate Conjunctions 


Here is another list of words that are often used as 
subordinate conjunctions. Learn them. 

how however while 

when whenever since 

where wherever 

why 

In the sentence, “We shall go when the bell rings,” 
“when” connects the subordinate clause, “the bell 
rings,” to the principal clause, “we shall go.” There¬ 
fore, it does the work of a conjunction and introduces a 
subordinate clause; so it is a subordinate conjunction. 

You must remember, however, that the words listed 


above are subordinate conjunctions only when they 
connect a subordinate clause to a principal clause. 

In this connection you need to watch especially the 
words how , when, where, why. 

Example: Where are you going? 

In this sentence, where is the first word of a clause. 
But there is only one clause in the sentence, because the 
sentence contains only one subject and predicate. 
When there is only one clause in a sentence, it must be 
a principal clause. In the example given, then, where 
is an adverb. 


Underline each subordinate conjunction in the following sentences. 


1. When does the parade start? 

(How many clauses are there in this sentence? Does 
when connect a subordinate clause to a principal 
clause?) 

2. I put his papers where he could find them easily. 

3. She laughed until she cried. 

4. I have learned many things since I came to this 
school. 

5. Why do you not work harder? 

6. When school is out, we go home. 

7. Do you intend to speak before the class? 

8. Where do we get our report cards? 

9. I hung the picture where every one could see it. 

10. He did not know why he was going. 


11. When the baby saw his mother, he began to cry. 

12. Why did you give such a foolish answer to her 
question? 

13. Since I told you his story, I have learned some 
additional facts. 

14. He will not go unless his brother is invited. 

15. How are you going to the picnic Saturday? 

16. "Whenever the kitten’s name is called, she mews. 

17. While I was answering the telephone, the doorbell 
rang. 

18. Will you make some fudge when you have finished 
that chapter in Ivanhoe? 

19. If I see Roxey this evening, I shall give her your 
message. 

20. Before she could reach the door, a gust of wind had 
closed it. 


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Mastery Grammar Guides 
Unit 5, Lesson 8 
Adverbial Clauses 


In the last two lessons you have learned two lists of 
words that are subordinate conjunctions when they 
introduce a group of words having a subject and predi¬ 
cate and connect it to some part of the principal clause. 
The clauses that subordinate conjunctions introduce 
are always subordinate clauses and are often adverbial 
subordinate clauses. 

For the present, every clause that we study that 
begins with a subordinate conjunction will be an 
adverbial clause. 

The definition of an adverbial clause is simple. 

An adverbial clause is a clause that is used like an 
adverb. 

Adverbs, you remember, modify verbs, adjectives, 
or other adverbs, and usually answer the question 
how, when, where, or why. 


Many adverbial clauses deal with other ideas than 
those of time, place, manner, and cause. But we 
shall leave such clauses for another lesson and now 
study only those adverbial clauses that answer the 
questions how, when, where, and why. 

Examples: 1. Birds sing when the sun shines. 

“When the sun shines” tells when the birds sing; so 
it answers the question when and modifies the verb 
“sing.” Therefore, it is an adverbial subordinate 
clause. 

2. In winter birds go where it is warm. 

“Where it is warm” tells where the birds go; so it 
answers the question where and modifies the verb 
“go.” Therefore, it is an adverbial subordinate clause. 


Most of the following sentences contain adverbial subordinate clauses; a few do not. Copy the adverbial 
clauses in the space provided at the right. 

After each clause write the verb or verb phrase that it modifies. 

Before each clause write the number of the sentence from which it is taken. 

Adverbial Verb the Clause 

No. Clause Modifies 


1. Whenever I see those flowers, I think of my old 
home. 

2. When the sun shines, the birds sing. 

3. When are you going to bed? 

(How many subjects and predicates are there in this 
sentence?) 

4. You must study hard because there is a great deal 
of work to be done. 

5. He acted as if he were very happy. 

6. In winter birds go where it is warmer. 

7. I shall go whenever you are ready. 

8. I shall tell you now before I forget the message. 

9. The little boy crept silently to his bed in the 
nursery. 

10. When we finish these sentences, we shall stop. 

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Mastery Grammar Guides 

Unit 5, Lesson 9 
Adverbial Clauses 


The adverbial clauses you have studied so far have 
modified verbs and have answered the questions how, 
when, where, why. 

Many adverbial clauses express other ideas besides 
those of manner, time, place, and cause. These in¬ 
clude ideas of purpose, result, comparison, condition, 
and concession. 

In the sentence, “Though I cannot play an instru¬ 


ment, I enjoy music,” the subordinate clause is “though 
I cannot play an instrument.” It is introduced by the 
subordinate conjunction “though.” The clause modi¬ 
fies the verb of the principal clause, “enjoy.” There¬ 
fore, it is an adverbial clause. 

Remember that for the present all clauses that are 
introduced by subordinate conjunctions are adverbial 
clauses. 


Many of the following sentences contain adverbial subordinate clauses; some do not. Copy the adverbial 
clauses in the space provided at the right. 

After each clause write the verb or verb phrase it modifies. 

Before each clause write the number of the sentence from which it is taken. 

Adverbial Verb the Clause 

No. Clause Modifies 


1. If you are going with me, you must hurry. 

2. Although he could not see me, he recognized my 
voice. 

3. I shall redecorate this room while you are away. 

4. This book was written during the earlier years of 
his work. 

5. We have arrived early so that we may visit the 
museum. 

6. He could not have been at home because I saw 
him at the theater. 

7. During my absence of three months many un¬ 
expected changes occurred in my home town. 

8. He acted as if he were frightened. 

9. They should start now so that they will not be late. 

10. You should work until the bell rings. 

11. Before you go, will you have a cup of tea? 

12. While you are enjoying the game, I shall be working 
on my debate. 


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Mastery Grammar Guides 

Unit 5, Lesson 10 
Adjective and Adverbial Clauses 


You have now studied the simple forms of adjective 
and adverbial clauses. 

The adverbial clauses you have studied are intro¬ 
duced by subordinate conjunctions and modify the 
verb in the principal clause. 

The adjective clauses you have studied are intro¬ 
duced by relative pronouns. They always modify 
some noun or pronoun in the principal clause. 

No group of words is a clause unless it has a subject 
and a predicate. 

If you have mastered the study of clauses up to this 
point, you should be able to do the following three 
things in sentences similar to the ones you have studied: 


1. Pick out the subordinate clause. 

2. Find the word it modifies. 

3. Tell whether the subordinate clause is an ad¬ 
jective or adverbial clause. 

Example: The apple that I have in my hand is a good one. 
Word 

Subordi- Clause Kind of 

nate Clause Modifies Clause 

that I have 

in my hand apple adjective 


Many of the following sentences contain subordinate clauses. These are either adjective or adverbial 
clauses. In the proper columns, on the next page, write each subordinate clause, the word the clause modifies, 
and the kind of clause it is. 

Before each subordinate clause write the number of the sentence from which the clause is taken. 


1. The heat which we experienced this week was 
welcome. 

2. The baseball team whose championship record is 
undisputed is always pleased. 

3. The girl who is wearing the blue dress is a pupil at 
our school. 

4. The man who gave me the book is one of the most 
brilliant men in the city. 

5. We shall be dismissed when the bell rings. 

6. The books that are on the desk belong to Miss 
Parker. 

7. I hear the sound of many feet above us. 

8. You are learning grammar because you are studying 
hard. 

9. We shall have a holiday tomorrow because it is 
Memorial Day. 

10. That boy who is wearing glasses is nearsighted. 

[5 


11. I spent the dime that you gave me. 

12. The apples that Frank bought at the market were 
delicious. 

13. When a car goes past my window, I sometimes 
pause in my work 

14. Where are you going with those cakes? 

15. The man who painted that beautiful picture must 
be an artist of rank. 

16. The monoplane which I have been watching has 
disappeared. 

17. If I can play tennis tomorrow, will you play with 
me? 

18. The boy who played the part of the hero is very 
popular. 

19. Sit where you can see the board. 

20. Did you find that book by your locker? 

>] 









Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 10 

{Continued) 


No. 


Subordinate 

Clause 


Word Clause 
Modifies 


Kind of 
Clause 




Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 11 
Noun Clauses As the Subject 


You have learned much about the subject of a verb; 
in this lesson you will learn another important fact: 

The subject of a verb is sometimes a group of words 
that has a subject and predicate of its own. 

Example: Where he found it is a mystery. 

To find the subject of “is,” we ask the question, 
“Who or what is a mystery?” “He” is not a mystery; 
“it” is not a mystery. The whole group of words, 
“where he found it,” is the mystery. 

Since this group of words has a subject and predicate 
of its own, it is a clause. Since it is used as the subject 
of a verb, the clause is used like a noun. Therefore, we 
say it is a noun subordinate clause. 


You remember the definition of a noun clause: 

A noun clause is a clause used like a noun. 

In this sentence, “That the earth is round has been 
proved,” what has been proved? The whole group of 
words, “that the earth is round,” answers the question. 
Since this group of words has a subject and predicate of 
its own and is at the same time the subject of the verb 
“has been proved,” it must be a noun clause. 

You will notice that the subject of each of the ital¬ 
icized verbs below is a noun clause. 

1. Where I should keep the dog was my problem. 

2. That you have worked hard is evident. 


Each of the following sentences contains an italicized verb. In some of the sentences the subject of the 
italicized verb is a single noun. In other sentences it is a group of words known as a noun clause. Opposite each 
sentence write the subject of the italicized verb in the sentence. 


1. This book of poems by Longfellow is mine. 1. 

2. That he did not see the signal is evident. 2. 

3. Where I should search next was my problem. 3. 

4. The coat on that hanger is a gift from my mother. 4. 

5. That he will visit us on his return may he his plan. 5. 


6. That he has forgotten his lines is an indication of 6. 
stage fright. 

7. The picture over the mantle is beautiful by firelight. 7. 

8. How old Fido saved the baby is a long story. 8. 

9. That he noticed such a small mistake seems queer. 9. 

10. That he can lose his temper so easily is a matter of 10. 
concern to his parents. 

11. That he could have lost his way over such a familiar 11. 
road seems very strange. 


12. The hours seem to drag by. 


12 . 

[61] 











Name 


Date. 


Mastery Grammar Guides 

Unit 5, Lesson 12 

Noun Clauses Used As the Complement 


In your last lesson you learned that a noun clause 
might be used as the subject of a sentence. 

In the same way, a noun clause may be the comple¬ 
ment of a verb. 

Examples: 1. My hope is that you will go. 

My “hope” is what? The whole group of words, 
“that you will go,” is the complement. Because it 
tells exactly what the hope is and means the same thing 
as the subject, it is a predicate nominative complement. 
Since it is used like a noun, it is a noun clause. 

2. The report is that there will be no school to¬ 
morrow. 

The “report” is what? The group of words, “that 
there will be no school tomorrow,” answers the question. 


Since the group of words, “that there will be no school 
tomorrow,” has a subject and predicate and explains 
what the report actually is, it is a noun clause used as a 
predicate nominative. 

3. I believe what you say. 

“I believe” what? I don’t believe “you”; I don’t 
believe “what”; I believe the thought expressed in the 
whole group of words, “what you say.” Since “what 
you say” has a subject and predicate and receives the 
action expressed in the verb, it must be a noun clause 
used as the direct object. 

In the following sentences you will notice that the 
complement of each italicized verb is a noun clause. 

1. I heard that the man was not guilty. 

2. His excuse was that he had forgotten his book. 


Each of the following sentences contains an italicized verb which has a complement. Sometimes the comple¬ 
ment is one word. Sometimes it is a group of words known as a noun clause. On the next page write the comple¬ 
ment of the italicized verb in each sentence. 

If the complement is a predicate nominative, write P.N. after it. 

If it is a direct object, write D.O. after it. 

1. My hope is that we may win the game this after- 7. The question was where could he get another cap. 
noon. 

8. Some of these pencils we should have sharpened 

2. I hope that we shall win the game this afternoon. yesterday. 


3. His mother saw that he was sorry for his discourtesy. 


4. We saw many piles of papers on the table. 


5. He could scarcely read what he had written. 


6. The rumor was that he had lost his money in Wall 
Street. 

[ 


9. We heard what they said. 

10. The guest of honor was an author of great note. 

11. We saw that the members of the team had already 
been chosen. 

12. We hope that you can return our call soon. 

] 







Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 12 

(< Continued ) 

No. Complement Kind of Complement 


[ 63 ] 






Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 13 
General Study of Noun Clauses 


If you thoroughly understand noun clauses, you 
should now be able to pick them out and tell whether 
they are used as the subject, the predicate nominative, 
or the direct object. 

It will be wise for you to use the following definite 
plan in looking for noun clauses. 

1. Find the first verb or verb phrase and look for its 
subject. 

2. Then see if there is a complement. The comple¬ 
ment may be one word, or it may be a group of words 


containing a subject and predicate of its own. This, 
of course, would make it a noun clause. 

3. Then find the second verb and look for its subject. 
The subject may be one word, or it may be a. noun 
clause. 

The whole secret in recognizing noun clauses is in 
being able to tell whether one word or a group of words 
is the subject or the complement of a verb. 

To be sure, noun clauses may be used in other ways, 
too. In this unit, however, you will study only those 
that are used as subjects or complements. 


Most of the sentences below contain noun clauses; some do not. Each of these noun clauses is used in one 
of the following three ways: as the subject (S.), predicate nominative (P.N.), or direct object (D.O.). 

On the next page copy the noun clauses. 

After each clause write the abbreviation that shows its use in the sentence. 

Before each clause write the number of the sentence from which it is taken. 


1. I hope that you enjoyed your vacation. 

2. That the party was a great success was the opinion 
of every one. 

3. The report is that the baseball season has begun. 

4. The papers which you write are very neat. 

5. That you understand clauses must be a great satis¬ 
faction. 

6. Your work has pleased me greatly. 

f. My belief is that there were at least thirty persons 
in the room. 


9. I hope that you will pass in your test. 


10. The rumor was that they had bought a ranch in 
Arizona. 


11. What he said was not important. 


12. By the side of the road sat a small child of five, the 
picture of happiness and contentment. 


13. Do you believe that the girls will return today? 


14. That she is popular is very evident. 


15. Her idea is that we take a trip next week. 


8. The man asked why the laughter was so prolonged. 16. One of my friends does a great deal of reading. 

[641 








Name 


Date 


Mastery Grammar Guides 
Unit 5, Lesson 13 

(Continued) 

No. Noun Clause Use 


[ 65 ] 










Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 14 

General Study of Subordinate Clauses 


Adjective clauses, you remember, modify nouns or 
pronouns. 

The adverbial clauses which you have studied modify 
verbs. 

The noun clauses which you have studied are used as 
subjects or complements. 

If you thoroughly understand subordinate clauses, 
you should be able to pick out a subordinate clause, 
give its use, and tell the kind of clause it is. 

Examples: 1. I do not know what you mean. 

2. I am going home when I finish this seam. 

3. The boy who took first place in the hundred- 
yard dash is my cousin. 


Subordinate Clause 

Use 

Kind 

what you mean 

direct object 

noun 

when I finish this seam 

modifies 



“am going” 

adverbial 

who took first place in the 

modifies 


hundred-yard dash 

“boy” 

adjective 


Sometimes a sentence contains more than one sub¬ 
ordinate clause. 


Example: That he is the hero of the day is a fact which every 
one realizes. 

Subordinate Clause Use Kind 

that he is the hero of the day subject noun 

which every one realizes modifies 

“fact” adjective 


Copy the subordinate clauses in the following sentences in the proper column on the next page. After each 
clause, write its use and the kind of clause it is—adjective, adverbial, or noun. 


1. I know the boy whom you met at the party. 

2. I then requested that they send the man his check 
without delay. 

3. She is going where the sun shines three hundred 
sixty days every year. 

4. That you know your subject is apparent. 

5. I hope that you can go to the museum every day, 
Eleanor. 

6. Her idea is that we take our own bedding on the 
hike. 

7. The piece which you just played has such a gay 
melody. 

8. Can you not hear what I am saying? 

9. That you would have enjoyed that concert cannot 
be denied. 


10. Jack sits where he can look out of the window. 

11. The child who hurt her knee is laughing. 

12. The book that I have just finished reading contains 
over three hundred pages of fine print. 

13. This sentence contains a clause which is dependent. 

14. The ring that Helen found has a small diamond in it. 

15. Sit where I can see you, please. 

16. The rumor which spread so rapidly was false. 

17. I cannot understand why she should have felt hurt. 

18. This assignment, which may have been difficult, is 
almost finished. 

19. If I were you, I should ask Helen’s advice. 

20. When Aunt Martha comes, she will have presents 
for us all. 








Name. Date . 

Mastery Grammar Guides 

Unit 5, Lesson 14 

( Continued ) 

No. Subordinate Clause Use Kind 


















































































































































































* 
















































Name 


Date. 


Mastery Grammar Guides 

Unit 5, Lesson 15 
Simple and Compound Sentences 


You have studied two kinds of sentences, simple and 
compound. 

A simple sentence consists of one complete thought. 

Example: Mr. Jenkins is painting his house white. 

A compound sentence consists of two or more 
separate and distinct thoughts so closely related that 
they form one complete thought. 

Example: I have prepared my English lesson, but I still 
have some problems in algebra to work. 

The separate thoughts of compound sentences are 
frequently connected by conjunctions. These are 
called coordinate conjunctions because they connect 
clauses of equal rank. 


The coordinate conjunctions that are used most 
frequently are and, or, but, for. 

You have already learned that the thoughts of a 
compound sentence may be connected by a conjunction 
preceded by a comma. 

Rule 8. The comma is used before conjunctions 
that connect the thoughts of a compound sentence. 

Remember that you do not have two distinct thoughts 
unless the second verb has its own subject. When 
both verbs have the same subject, you have only a 
compound predicate. 

Example: The girl rose from her seat hurriedly and rushed 
into the house. 


Each of the following sentences is either simple or compound. Find the simple sentences and place a cross (x) 
before each of them. 

Study each compound sentence carefully and decide whether it needs a comma according to Rule 8. If 
it does, place the comma where it belongs. If it does not, leave the sentence as it is. 


( ) 1. The congressman would have spoken but 

the captain did not give him an opportunity. 

( ) 2. We couldn’t afford to cheat; we were on our 

honor. 

( ) 3. When can you help me with this problem in 

algebra? 

( ) 4. He must pay the rent tomorrow or Mr. 

Sadler will foreclose. 

( ) 5. I wanted to go but Mother preferred to stay 

at home. 

( ) 6. Many interesting assemblies are held during 

the year. 

( ) 7. The clock ticks gently and the fire burns 

cheerily. 

( ) 8. Automobiles are very useful but occasionally 

they need to be repaired. 

( ) 9. Many persons saw the football game at the 

stadium last week. 

( ) 10. Mother read the queer little note and then 

she laughed. 


( ) 11. I went to town yesterday but my sister 

stayed at home. 

( ) 12. We could hear the speaker; we could not 

see him. 

( ) 13. The sun is shining and the birds are singing. 

( ) 14. Every simple sentence has one subject and 

one predicate. 

( ) 15. Have you done this lesson perfectly? 

( ) 16. There are many splendid magazines pub¬ 

lished in this country every month. 

( ) 17. Have you read those interesting articles 

in Harper's this month? 

( ) 18. I do not have a great deal of time to read 

but I make use of every opportunity. 

( ) 19. A new branch of the public library has been 

opened near us and we greatly appreciate 
its convenience. 

( ) 20. Many persons read a great deal; others 

seldom open a book or magazine. 


[ 68 ] 








Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 16 
Complex Sentences 


You have studied two kinds of sentences: simple and 
compound. In this lesson you will study the complex 
sentence. 

A complex sentence has one principal clause and 
one or more subordinate clauses. 

In the following examples of complex sentences, the 
principal clauses are in regular type. The subordinate 
clauses are italicized. 

Examples: 1. This is the house that Jack built. 

2. The man who gave a party to the newsboys is 
president of a bank. 

3. If this wonderful age continues, I shall believe 
anything that any one tells me. 


Inasmuch as several of the previous lessons in this 
unit dealt with sentences containing subordinate 
clauses, you should have no difficulty in recognizing 
complex sentences. In those lessons you were dealing 
with complex sentences, but we were not then concerned 
with the kinds of sentences. 

Whether a sentence is simple, compound, or complex 
depends upon the number and kinds of clauses in the 
sentence: 

1. One principal clause alone makes a simple sentence. 

2. Two or more principal clauses make a compound 
sentence. 

3. One principal clause and one or more subordinate 
clauses make a complex sentence. 


The sentences below are of three kinds: simple, compound, and complex. 

On the next page, in the space provided, write the kind of sentence each is—simple, compound, or complex. 


1. Twelve of the fifteen pupils passed the test with a 
high mark. 

2. As I walked down from the platform with my 
diploma in my hand, I felt very proud indeed. 

3. He realized that he could not remain there much 
longer. 

4. If I must go to every store in town, I will match 
this ribbon. 

5. Uncle Henry laid the gold cane on the table, but 
Sam did not see it. 

6. Tomorrow will be the shortest day of the year. 

7. I opened the door; no one was there. 

8. That is the pencil which has the rubber point. 

9. How still it is this evening! 

10. Can you help us in the office right away? 

11. It is spring; the birds are building their nests. 


12. I cannot go with you because I have not finished my 
work. 

13. For many years our laboratories have specialized in 
fine soap products. 

14. I know him well, and I have never seen him lose 
his temper. 

15. Can you recognize a complex sentence when you 
see one? 

16. I cannot believe that he would deliberately tell a lie 
to his mother, because he loves her dearly. 

17. You could never be satisfied with such a flimsy 
excuse. 

18. I have a new dress, but I am not going to Helen’s 
party. 

19. What do you see in the yard? 

20. He answered her question with a quick nod of his 
head. 


[ 69 ] 






















Name 


Date 


Mastery Grammar Guides 
Unit 5,.Lesson 16 

( Continued ) 

No. Kind of Sentence No. Kind of Sentence 

1 . 11 . 


2 . 


12 . 


3. 


13. 


4. 


14. 


5. 


15. 


6 . 


16. 


7. 


17. 


8 . 


18. 


19. 


10 . 


20 . 


[ 70 ] 





Name 


Date 


Mastery Grammar Guides 

Unit 5, Lesson 17 

Use of the Comma with Introductory Subordinate Clauses 


You have now studied eight rules for the use of the 
comma: 

1. Nouns of direct address should be set off by 
commas. 

2. “Yes” and “no” when used in answering questions 
should be set off by the comma. 

3. Members of a series should be separated from one 
another by commas unless there are conjunctions be¬ 
tween all the members of the series. 

4. Nouns in apposition, with their modifiers, should 
be set off by commas. 

5. A direct quotation should be set off from the rest 
of a sentence by a comma when the quoted matter is a 
statement. 

6. The different parts of dates and addresses should be 
separated from each other and from the rest of the 
sentence by commas. 

7. Parenthetical expressions are set off by commas. 


8. The comma is usually used before the conjunctions 
and, or, but, for when distinct statements are joined. 

The ninth rule has to do with subordinate clauses. 

Rule 9. When the subordinate clause precedes 
the principal clause, it is set off by a comma. 

Example: When people walk down the street, they often 
look in the shop windows. 

In other words, when the subordinate clause comes 
before the principal clause, it is set off by a comma. 

If you turn the example around, so that it reads, 
“People often look in the shop windows when they go 
down the street,” there is no comma because the sub¬ 
ordinate clause comes after the principal clause. 

You will notice in the following examples that the 
subordinate clauses precede the principal clauses: 

1. When the bell rings for lunch, the class is dismissed. 

2. If I see Jack soon, I shall give him your message. 


Below are twenty sentences that are written without commas. The commas that are needed illustrate the 
nine rules given above. Place commas where they are needed. Write above each comma the number of the rule 
it illustrates. 


Example: Yes, I have studied this lesson, Miss Rogers. 

1. Jack will you please lend me your eraser? 

2. “I know that trick” said Tom. 

3. Take your coat to the closet and put your rubbers 
on the service porch. 

4. When the bell rings we shall be dismissed. 

5. If his father should refuse he would be released 
from his obligation. 

6. He thought that Mary ran to her with a subdued 
cry but it seems that he was mistaken. 

7. Every one has gone but you and me. 

8. When Beulah’s father called the news to her she 
dropped the plate she was washing and burst into 
tears. 

9. On March 9 1926 the student body of Hamilton 
Junior High School held its first meeting. 

10. She had tried to make the room neat and fresh but 
the cracked plaster the oilcloth floor-covering the 
cheap furniture and the flies made her efforts a 
mockery. 


11. A Modern Language Tournament was held on 
Saturday June 9 1928. 

12. If her friends had come to see her it might have been 
better. 

13. Her father a lawyer of some prominence in the old 
days had always been a tense nervous man but 
now he had become vociferous and often disagree¬ 
able. 

14. When he arrived at the station there was no one 
there to meet him. 

15. Henry was sometimes unhappy but James the 
finest and brightest boy in the eighth grade had made 
a chum of him. 

16. The second meeting of the Library Club by the way 
was held Tuesday May 8 1928. 

17. When Allen went away to school he had to leave his 
dog behind. 

18. There was no real light in his small room and yet 
there was no real darkness either. 

19. On Thursday July 22 1926 the Prince of Sweden 
was welcomed to Los Angeles California. 

20. Yes it was very little but it was enough. 


[71] 














Mastery Grammar Guides 
Unit V 
Daily Drill 


Clauses 


Classification of Sentences According to Form 


1. A clause is a group of words having a subject and 
a predicate. 

2. A clause that is grammatically independent is a 
principal clause. 

3. A clause used like a part of speech is a subordinate 
clause. 

(а) An adjective subordinate clause is a clause used 
like an adjective. 

(б) An adverbial subordinate clause is a clause used 
like an adverb. 

(c) A noun subordinate clause is a clause used like a 
noun. 

4. Many subordinate clauses are introduced by certain 
kinds of so-called introductory words. Two important 
kinds of introductory words are relative pronouns and 
subordinate conjunctions. 

(a) Relative Pronouns. The following words, who, 
whose, whom, which, and that, are relative pronouns only 
when they stand for and relate back to some noun or 
pronoun in the same sentence. 

(b) Subordinate Conjunctions. The following lists 
of words are often used as subordinate conjunctions. 
When they are subordinate conjunctions, they intro¬ 
duce a subordinate clause and connect it to some part of 
the principal clause. 

The subordinate conjunctions in the first group usually 
introduce adverbial clauses. 


as 

after 

than 

till 

if 

for 

unless 

so that 

because 

although 

lest 

provided 

before 

though 

until 

except 


The subordinate conjunctions in the second group 
often introduce adverbial clauses; sometimes they intro¬ 
duce noun clauses. Occasionally where and when intro¬ 
duce adjective clauses. 


how 

however 

while 

when 

whenever 

since 

where 

wherever 


why 




1. The simple sentence consists of one principal 
clause which expresses a complete thought. 

Example: Our neighbors have a new automobile. 

2. The compound sentence consists of two or more 
principal clauses. 

Example: Donald went back home, but Margaret stayed at 
the beach. 

3. The complex sentence consists of one principal 
clause and one or more subordinate clauses. 


Example: Birds sing when the sun shines. 

The following chart will help you fix the kinds of 
sentences in your mind. 


Principal 

Clauses 

one 

two or more 
one 


Subordinate 

Clauses 


one or more 


Uses of the Comma 


Kind of 
Sentence 

simple 

compound 

complex 


(See Daily Drill for Unit III for the first seven 
uses.) 

8. The comma is used before conjunctions that 
connect the complete thoughts of a compound sentence. 

Example: Mrs. Johnson followed the directions carefully, 
and the result was most satisfactory. 

9. When the subordinate clause precedes the principal 
clause, it is usually set off by the comma. 

Example: When people visit Italy, they often mention the 
climate. 


[72] 





Mastery Grammar Guides 

Unit V 

Supplementary Sentences 


Adjective and Adverbial Clauses 

1. When Josephine entered the class, she brought a 
special permit with her. 

2. Although the study bell has rung, we shall have one 
more sentence, and then we shall stop. 

3. The sentences that you see on the board were 
diagrammed yesterday. 

4. On the teacher’s desk you can usually see many 
papers. 

5. The door that we opened led to the basement. 

6. Copy the statements that are true about your book. 

7. I shall leave tomorrow provided my passport 
arrives. 

8. The people who are making the noise outside are 
gymnasium students. 

9. In this class we shall have memory work on Friday. 

10. If you want to do good work at school, pay at¬ 
tention in class. 

11. The flowers that you see on my desk are fresh. 

12. The girl who entered the room brought a message 
to the teacher. 

13. Before the program in the auditorium begins, the 
girls will be excused. 

14. Although we see many pupils in the hall, they have 
not all arrived yet. 

15. We shall have drill on clauses until every one under¬ 
stands them. 

16. The girls in the hall are showing our guests through 
the buildings today. 

17. Persons who borrow pencils are sometimes forgetful. 

18. We do not go to the library until the bell rings. 

19. Outside the window we could hear the voices of 
many boys arid girls. 

20. Did you get that answer to your problem last night? 


Noun Clauses 

1. I wish you could have heard the program this 
afternoon. 

2. The girl who just left the room must be an office 
assistant. 

3. What you studied today must have been very 
interesting. 

4. My hope is that you remember it well. 

5. Indians lived in America before Columbus dis¬ 
covered it. 

6. I have heard that Felix plays the violin beautifully. 

7. My desire is that we may go to Missouri together 
this summer. 


8. “What is your name?” asked the teacher. 

9. The books that are lying on the table were a birthday 
present. 

10. What his plans are is a mystery to me. 

General 

1. Whenever we go to the theater, we buy our tickets 
in advance, and then we get good seats. 

2. The boy who sits at the desk is Billy. 

3. I have just noticed who sits in the back seat, and I 
shall ask her the next question. 

4. We hope Milan understands this sentence. 

5. The sentences that the teacher is giving you are 
easy, and you should understand all of them. 

6. Unless something unexpected occurs, she will be 
at the office early in the morning. 

7. Walter went home last night after school, and he 
studied hard all evening. 

8. Bob wanted a Ford car although he could not 
drive one. 

9. You must work hard every day until you ac¬ 
complish your work. 

10. The people who look out of windows do not always 
learn a great deal. 

11. I thought John was watering the lawn. 

12. Although clauses have been explained to you many 
times, you still need drill. 

13. Did you ask who would preside tomorrow? 

14. The play that we saw today was very charming, 
and we enjoyed it. 

15. Allen must study his introductory words, and then 
he will make no mistakes. 

16. I do not know whom I should see about this matter. 

17. The man who played the bass viol was a stranger 
to me, but he was a good musician. 

18. I have seen that man in the movies, but I don’t 
remember his name. 

19. That hat is beautiful, but I wish it did not have that 
red ribbon on it. 

20. While the band is playing, we shall march to Tip¬ 
perary. 

21. The people who do not work cannot hope to learn. 

22. What you have said sounds reasonable. 

23. Although your face is familiar, I do not remember 
where I met you. 

24. The man whom I saw yesterday came from Canada, 
but I did not hear his name. 

25. The rumor is that we shall have no school on 
Thursday. 


[73] 








Mastery Grammar Guides 

Unit V 

Supplementary Sentences for General Study of Punctuation and Capitalization 


1. in the front row you can see harrys mother the 
woman in the white hat 

2. on September 10 1929 school began in los angeles 
one of the cities on the western coast 

3. your party ada was lovely and i thoroughly enjoyed 
every minute of it 

4. yes those tomatoes look very nice mr von however 
i do not need any today 

5. i want some peaches pears cucumbers and lettuce 
please send them on the first delivery 

6. although i do not remember his name im sure i have 
seen him before 

7. he must be mr adams the man who works in the 
first national bank 

8. on march 3 1927 my mother and father celebrated 
their fiftieth wedding anniversary said alice 

9. mildred will you bring bread tomatoes and cu¬ 
cumbers from the market this evening asked mrs 
hart 

10. yes if the market is still open i shall gladly bring 
them replied mildred 

11. shouldnt you like to see the graf zeppelin the big 
ship from germany 

12. girls (plural) clothes are always an interesting topic 
of conversation 

13. by the way are you going to the show this evening 
asked mr hope 

14. wont you go with us asked the girls 

15. how often i think of some of dickenss rare descrip¬ 
tions of people 

16. on labor day reported miss janis mr gardiner mrs 
gardiner and lillian were able to go to the beach 

17. to which of the beaches did they go asked harold 

18. i believe it was ocean park replied miss janis his 
teacher 

19. jamess mother the president of the board of educa¬ 
tion is a remarkable woman 

20. she can always see the childs point of view in fact 
she has been a student of childrens problems for 
many years 

21. if she offers a course in child psychology at wash- 
burn college this fall i shall enroll in it 

22. bertha helen mabel and i planned to go to the beach 
today but helens employer would not give her a 
vacation 

23. jamess work at jefferson high school has been 
entirely satisfactory but harold has not done so well 

24. no two brothers work is of the same quality in fact 
the difference is often very marked 

25. when you go to lunch today will you stop at barkers 
for the table cover which i ordered 

26. how beautifully the streets of kansas city were 
decorated during the convention 


27. the ladies tournament will be held april 12 at the 

1 westwood country club 

28. besss tennis has improved greatly since i last saw 
her play 

29. she has practiced faithfully during the long hot 
summer days never once did she waver in her 
determination 

30. how long have the snows lived there asked mr 
scott the laundry driver 

31. they have not lived there long but we have come 
to know them very well replied mrs howard they 
have three sons foster robert and louis 

32. how much the youngest son louis looks like his 
father 

33. no the groceries that you ordered have not yet 
come mrs wentzel 

34. tom and florence were married October 12 1929 
at st louis missouri 

35. france belgium italy and Spain are all countries in 
europe the continent which lies on the other side of 
the atlantic 

36. when they strike oil on our land we shall visit all 
those countries helen 

37. i wish they would begin drilling at once but i know 
the empire company cannot be hurried 

38. according to our lease they must begin drilling before 
january 1 1929 or they must give up their lease 

39. fear worry anxiety and depression are all enemies of 
happiness they should be overcome at the earliest 
moment possible 

40. yes thats true but they are very difficult habits to 
overcome 

41. you are right in calling them habits if they are given 
an opportunity they fasten themselves upon an 
individual like a leech but they can always be 
conquered 

42. Philadelphia the scene of many historical incidents 
is a beautifully picturesque city you must be sure 
to visit it during your trip isabel 

43. by the way when do the boats for catalina leave 
wilmington i may want to take that trip sometime 

44. eleanor my youngest sister lives in topeka kansas 
but leone the older one lives in norwich 

45. duluth minneapolis and st paul are all cities in 
minnesota and every one of them is well worth a visit 

46. what a fine visit you must have had in norway 
mr hover 

47. ive never been to europe but when ive completed 
my present work i plan to go 

48. on november 12 1929 helens cousin vincent kerans 
established a branch of his business in memphis 
tennessee in fact he spends practically all his time 
there 


[74] 



Name 


Date. 


Mastery Grammar Guides 
Test on Unit V 

Form A 


I. Some of the sentences below contain adjective 
subordinate clauses; some do not. Enclose the ad¬ 
jective clauses in parentheses. Place a cross (x) above 
the noun or pronoun each adjective clause modifies, 
x 

Example: This is the drawing (that I like best). 

1. The book that I should like to own is David 
Copperfield. 

2. I attended the lecture, but I could not hear the 
speaker very well. 

3. Did you see the problem which puzzled me so 
much? 

4. The girl who sits across the aisle from me is a good 
student. 

5. I am sitting where I can look across the valley. 

II. Some of the sentences below contain adverbial 
subordinate clauses; some do not. The adverbial 
clauses in these sentences modify verbs or verb phrases. 
Enclose each adverbial clause in parentheses. Place a 
cross (x) above the verb or verb phrase that each of the 
clauses modifies. 

x x 

Example: I am going (when Eleanor does). 

1. I am sitting where a cool breeze strikes me. 

2. Have you been working on that algebra problem 
all this time? 

3. Before the cat could catch the bird, I slammed the 
door, and the bird flew away. 

4. This is the book which Henry recommended to 
me. 

5. When the door opened, a dainty little girl in blue 
smiled at us. 

III. Some of the sentences below contain noun 
clauses; some do not. Each of these noun clauses is 
used in one of three ways: (1) as the subject; (2) as a 
predicate nominative; (3) as the direct object. Enclose 
each noun clause in parentheses. After each sentence 
write the use of each noun clause. 

1. The teacher knew what Jack had done with the 
test papers. 

2. That you are clever has been demonstrated. 

3. Jack is visiting his grandmother in the country, 
but his sister wished to stay at home. 


4. The trouble is that you are not thinking. 

5. I know that he always tells the truth. 

6. The boy whom I just met is very tall. 

IV. Below, you will find three kinds of sentences; 
(1) simple; (2) compound; (3) complex. After each 
sentence write the word that shows the kind of sentence 
it is. 

1. That is the house which my father sold to a 
wealthy man last week. 

2. I have been reading an interesting book, The 
Royal Road to Romance , but I shall finish it this 
evening. 

3. Have you been puzzling over that problem ever 
since dinner time? 

4. Before the old man could think twice, Mary had 
seated him in an easy chair before the fire. 

5. Our neighbors have just purchased a new auto¬ 
mobile, and they have asked us to go to Seattle 
with them. 

6. When you have finished your history lesson, will 
you help me? 

7. Sarah is a very pretty child, but Helen has more 
friends. 

8. During the night the wind rose, and the rain came 
down in torrents. 

9. An old English ivy vine practically covered the 
framework of the little brown church. 

V. You will find below a group of complex and com¬ 
pound sentences that are written without commas or 
semicolons. Place these marks of punctuation where 
they are needed. 

You will remember, of course, that some complex 
sentences need no punctuation except the proper end 
mark. 

1. When Jack kicked a goal after the touchdown the 
crowd of spectators cheered and cheered. 

2. While the dishes were being washed Mary studied 
diligently. 

3. My mother sings well but my father cannot carry 
a tune. 

4. In summer Jack likes to swim in winter he takes 
long hikes. 

5. The boy who is wearing the red sweater is very 
popular. 


[ 75 ] 




















































Name 


Mastery Grammar Guides 
Test on Unit V 

Form B 


Date. 


I. Some of the sentences below contain adjective 
subordinate clauses; some do not. Enclose the ad¬ 
jective clauses in parentheses. Place a cross (x) above 
the noun or pronoun each adjective clause modifies, 
x 

Example: This is the drawing (that I like best). 

1. The dress which I gave away was an old one. 

2. The high, snow-covered peak that you see is Mount 
Baldy. 

3. I saw several of my classmates, but I did not see 
you. 

4. Mrs. Dykes, who is my mother’s best friend, plays 
the violin well. 

5. I am sitting where a cool breeze strikes me. 


II. Some of the sentences below contain adverbial 
subordinate clauses; some do not. The adverbial 
clauses in these sentences modify verbs or verb phrases. 
Enclose each adverbial clause in parentheses. Place a 
cross (x) above the verb or verb phrase that each of the 
clauses modifies. 

x x 

Example: I am going (when Eleanor does). 

1. If I were you, I should go with my uncle. 

2. When Julius gives his report, all the pupils listen 
carefully. 

3. Robert gives his report last because he is president. 

4. The man whom you met is our principal. 

5. I cannot start until I have sent my sister a message. 

6. He who studies hardest often learns most. 


III. Some of the sentences below contain noun 
clauses; some do not. Each of these noun clauses is 
used in one of three ways: (1) as the subject; (2) as a 
predicate nominative; (3) as the direct object. Enclose 
each of the noun clauses in parentheses. After each 
sentence write the use of each noun clause. 

1. My mother saw that my brother was ashamed of 
his foolish mistake. 

2. That you are a clear thinker is evident. 

3. My belief is that you are trying hard. 

4. Do you know the man whose name I mentioned? 


5. I talked with Mr. Sanderson for a few minutes 
yesterday. 

6. I understand that many of our friends plan to go to 
New York this winter. 


IV. Below, you will find three kinds of sentences: 
(1) simple; (2) compound; (3) complex. After each 
sentence write the word that shows the kind of sentence 
it is. 

1. When the sun shines, the birds sing. 

2. The trumpeter blew a mighty blast, and the hall 
was immediately silenced. 

3. Did you see that pin, the one with the emerald, 
or did I leave it at home? 

4. A simple sentence has one subject and one predi¬ 
cate. 

5. As he moved quietly up the aisle, he saw a friend 
of his childhood days. 

6. Mother laughed when she read the clever joke. 

7. Norma was very pale, but she waved gayly at her 
father. 

8. Have you made any mistakes in this part of your 
test? 


V. Below, you will find a group of complex and com¬ 
pound sentences that are written without commas or 
semicolons. Place these marks of punctuation where 
they are needed. 

You will remember, of course, that some complex 
sentences need no punctuation except the proper end 
mark. 

1. When we returned to America we found our home 
in readiness. 

2. We couldn’t afford to cheat we were on our honor. 

3. Your teacher will help you if you do not understand 
the lesson. 

4. If you can pick out all the compound sentences 
from this lesson in five minutes you are a good 
worker. 

5. I went to the library last evening but I did not 
finish my report. 







Name 


Date 


Mastery Grammar Guides 
Test on Unit V 

Form C 


!• Some of the sentences below contain adjective 
subordinate clauses; some do not. Enclose the adjective 
clauses in parentheses. Place a cross (x) above the 
noun or pronoun each adjective clause modifies, 
x 

Example: This is the drawing (that I like best). 

1. The lesson which I am assigning is very important. 

2. Which way did the girl in the blue dress go? 

3. I bought the blotter that you see on my desk at 
Robinson’s. 

4. The guard entered the cell quietly and brought 
the prisoner a loaf of bread and a pitcher of water. 

5. The only furniture that Gerard saw in the room 
was a huge oak chest. 

6. The dress which you think is so pretty I made at 
school. 

II. Some of the sentences below contain adverbial 
subordinate clauses; some do not. The adverbial 
clauses in these sentences modify verbs or verb phrases. 
Enclose each adverbial clause in parentheses. Place a 
cross (x) above the verb or verb phrase that each of the 
clauses modifies. 

x x 

Example: I am going (when Eleanor does). 

1. I shall keep you here until you have told me the 
truth. 

2. Where did you put that dress with the long blue 
fringe? 

3. August had passed before he returned from the 
mountains and resumed his business. 

4. Yes, the gift was small, but it was appreciated. 

5. As the show moved from hamlet to village, the 
news of its star performer traveled forth. 

III. Some of the sentences below contain noun 
clauses; some do not. Each of these noun clauses is 
used in one of three ways: (1) as the subject; (2) as a 
predicate nominative; (3) as the direct object. En¬ 
close each of the noun clauses in parentheses. After 
each sentence write the use of each noun clause. 

1. The rumor is that Mr. French will be the next 
Democratic candidate for governor. 

2. I wonder what that child is thinking about now. 

3. After only a few years he became president of the 
organization. 


4. That you will be chosen as one of the debaters is 
almost certain. 

5. The place which I shall visit is a hidden resort in 
the mountains. 


IV. Below, you will find three kinds of sentences: 
(1) simple; (2) compound; (3) complex. After each 
sentence write the kind of sentence it is. 

1. A child in the first grade usually writes his name 
fairly well. 

2. I went to town yesterday, and I bought a present 
for each of my three sisters. 

3. The wind whistled shrilly around the corner of 
the house. 

4. If you can work this algebra problem, will you 
help me, Sarah? 

5. This automobile has green wheels and a black body. 

6. The squirrel ran up the tree, but the dog con¬ 
tinued to bark. 

7. If potatoes are three cents a pound, how many 
pounds can you buy for fifty cents? 

8. The train wound its way through the mountains 
to the summit. 


V. Below, you will find a group of complex and com¬ 
pound sentences that are written without commas or 
semicolons. Place these marks of punctuation where 
they are needed. 

You will remember, of course, that some complex 
sentences need no punctuation except the proper end 
mark. 

1. When she had delayed luncheon beyond the last 
limits of the patience of her cook he came into 
the patio. 

A railway train moves swiftly but an aeroplane 
moves much more swiftly. 

3. John went fishing his sister went to a picture show. 

4. The house will be lonely if Sam goes away. 

5. If I find you a recipe will you make us a cake? 


[ 77 ] 









Name. Date. 

Mastery Grammar Guides 
Test on Unit V 

Form D 


I. Some of the sentences below contain adjective 
subordinate clauses; some do not. Enclose the ad¬ 
jective clauses in parentheses. Place a cross (x) above 
the noun or pronoun each adjective clause modifies, 
x 

Example: This is the drawing (that I like best). 

1. Our supper was an old-fashioned stew that had a 
delicate aroma. 

2. Ivanhoe, the book that I have been reading, would 
interest you. 

3. One of the features of the story was the discovery 
of the plot of several Mexican trouble makers. 

4. They came to the place which had interested the 
prospector, but they found no trace of gold. 

5. I should like that hat if it did not have so many 
flowers on it. 

II. Some of the sentences below contain adverbial 
subordinate clauses; some do not. The adverbial 
clauses in these sentences modify verbs or verb phrases. 
Enclose each adverbial clause in parentheses. Place a 
cross (x) above the verb or verb phrase that each of the 
clauses modifies. 

x x 

Example: I am going (when Eleanor does). 

1. Since I shall have the car this evening, I can call 
for you at seven o’clock. 

2. Jerry did not see his little friend because his eyes 
were blinded with tears. 

3. Beyond the river, which was the end of all the 
earth, lived the Bad Men. 

4. Draw the rope up, Gerard, until you can see the 
hook. 

5. Suddenly something struck the wall behind him 
very sharply, and he turned quickly in that 
direction. 

6. The child cried before he was hurt. 

III. Some of the sentences below contain noun clauses; 
some do not. Each of these noun clauses is used in one of 
three ways: (1) as the subject; (2) as a predicate nom¬ 
inative; (3) as the direct object. Enclose each of the 
noun clauses in parentheses. After each sentence 
write the use of each noun clause. 

1. That none of the people could give me any infor¬ 
mation was a disappointment. 

2. The rumor is that our neighbors have suddenly 
become wealthy. 


3. The study of grammar is easy if you think. 

4. I understand that you have been chosen president 
of the student body for next semester. 

5. The pupils studied quietly while the teacher 
corrected papers. 

IV. Below, you will find three kinds of sentences: 
(1) simple; (2) compound; (3) complex. After each 
sentence write the kind of sentence it is. 

1. Soldiers fight on the land, but sailors fight on the 
sea. 

2. When dinner was announced, the two old cronies 
went in together. 

3. Aunts, uncles, cousins, and distant relatives came 
to the picnic. 

4. You know that you have been warned many times. 

5. Our gardener cuts the lawn and takes care of the 
flowers. 

6. The book which I just read tells a story of unusual 
bravery. 

7. Jane started the work, but Mary finished it. 

8. I just saw old Jerry, my friend’s dog, across the 
street. 

V. Below, you will find a group of complex and 
compound sentences that are written without commas 
or semicolons. Place these marks of punctuation where 
they are needed. 

You will remember, of course, that some complex 
sentences need no punctuation except the proper end 
mark. 

1. After the curtain had been raised the two girls 
continued their talking. 

2. Jack is studying his mother is reading. 

3. I did not like olives when I first tasted them. 

4. Helen dusted the room and Sarah filled the vases 
with fresh flowers. 

5. If the wind continues to blow a gale we shall not 
go. 


[ 78 ] 





... Date. 

Mastery Grammar Guides 
Test on Unit V 

Form E 

4. The trouble is that I want that book myself. 


Name 


I. Some of the sentences below contain adjective 
subordinate clauses; some do not. Enclose the adjec¬ 
tive clauses in parentheses. Place a cross (x) above the 
noun or pronoun each adjective clause modifies, 
x 

Example: This is the drawing (that I like best). 

1. Some of our friends who had been to New York 
visited us yesterday. 

2. The lessons that are assigned are important. 

3. Presently he rose and sprang at the iron bar of the 
window. 

4. If I had a secret, I should keep it to myself. 

5. My blue dress which has the real lace on it is 
soiled. 

II. Some of the sentences below contain adverbial 
subordinate clauses; some do not. The adverbial 
clauses in these sentences modify verbs or verb phrases. 
Enclose each adverbial clause in parentheses. Place 
a cross (x) above the verb or verb phrase that each of 
the clauses modifies. 

x x 

Example: I am going (when Eleanor does). 

1. Wherever you go, you will always remember your 
old friends. 

2. The boy ran until he was exhausted. 

3. We did not cheat, but the temptation was great. 

4. If she had known the truth, it would have helped 
her immeasurably. 

5. I know the person whom you mentioned. 

III. Some of the sentences below contain noun 
clauses; some do not. Each of these noun clauses is 
used in one of three ways: (1) as the subject; (2) as a 
predicate nominative; (3) as the direct object. En¬ 
close each of the noun clauses in parentheses. After 
each sentence write the use of each noun clause. 

1. That he is the hero of the day is a recognized fact. 

2. The teacher saw that the child was becoming 
confused. 

3. They picked only the fruit that was ripe. 


5. Helen, who saw the joke first, gave a queer little 
giggle. 


IV. Below, you will find three kinds of sentences: 
(1) simple; (2) compound; (3) complex. After each 
sentence write the word that shows the kind of sentence 
it is. 

1. What you meant has been made clear to me. 

2. I attended the lecture, but I could not hear the 
speaker very well. 

3. Have you been practicing finger exercises all this 
time? 

4. Irene cannot go with us because her sister is ill. 

5. At what hour are you going swimming tomorrow? 

6. Some of the fruit was in perfect condition, but the 
apples had shriveled. 

7. Behind our hills a brush fire is raging. 

8. The play which we saw last evening was sad. 


V. Below, you will find a group of complex and com¬ 
pound sentences that are written without commas or 
semicolons. Place these marks of punctuation where 
they are needed. 

You will remember, of course, that some complex 
sentences need no punctuation except the proper end 
mark. 

1. If you can go to the picnic telephone me as soon as 
possible. 

2. The little girl had lost some money but her mother 
did not scold her. 

3. Helen looked through the house for the lost books 
her father searched the attic. 

4. Black is warm because it absorbs heat. 

5. I saw my mistake instantly the others did not 
notice it. 


[ 79 ] 





































































































































































































































































































































































































- 
















































Test Chart 


Unit 3 


I. Uses of Nouns and Pronouns 


A. General uses 

3, 11 

B. Compound uses 

4 

C. The indirect object 

5, 6 

D. The possessive modifier 

7 

E. The exclamatory noun 

8 

F. The noun of direct 

8 

address 


G. The noun in apposition 

9, 10 

II. Capitalization and Punctua¬ 
tion 

A. Capitalization 


B. Punctuation 

12, 14 

1. Nouns of direct address 

12 

2. “Yes” and “no” 

12 

3. Members of a series 

12 

4. Appositives 

13 

5. Quotations 

14 

6. Dates and addresses 

15 

7. Parenthetical expres- 

15 

sions 


Unit 4 


I. Recognition of Pronouns 


II. Properties of Nouns and 
Pronouns 

A. Person 

B. Number 

C. Gender 

D. Case 

1. Nominative 

2. Objective 

3. Possessive 


III. Correct Use of Personal 
Pronouns 

A. Number 

B. Case 


1 , 2 


2,8 
3, 8 

4.8 

5, 8 

6 , 8 

7.8 


3, 10, 
5, 6, 
9, 12, 


Unit 5 

I. Subordinate Clauses 


A. Recognition 

B. Kinds 

1, 2,3 

1. Adjective 

4, 5, 

10, 14 

2. Adverbial 

6, 7,8, 9 
10, 14 

3. Noun 

JO 

H-i l— * 

rf* JO 

II. Kinds of Sentences 


A. Simple 

15 

B. Compound 

15 

C. Complex 

16 

III. Punctuation 


A. Compound sentence 

15 

B. Complex sentence 

--- 

17 


Individual Progress Card 


Unit 3 

Unit 4 

Unit 5 






Form 

Date 






Form 

Date 






Form 

Date 






1. Uses of Nouns 






I. Recognition of Pronouns 






I. Subordinate Clauses 






A. Recognition 






A. General uses 






II. Properties of Nouns 
and Pronouns 






B. Kinds 






B. Compound uses 






1. Adjective 






C. The indirect object 






A. Person 






2. Adverbial 






D. The possessive 
modifier 






B. Number 






C. Gender 






3. Noun 






E. The exclamatory 
noun 






D. Case 






II. Kinds of Sentences 






1. Nominative 






F. The noun of direct 
address 






2. Objective 






A. Simple 






3. Possessive 






B. Compound 






G. The noun in apposi¬ 
tion 






C. Complex 






III. Correct Use of 

Personal Pronouns 






II. Capitalization and 
Punctuation 






III. Punctuation 






A. Number 






A. Compound sentence 






B. Case 






A. Capitalization 






B. Complex sentence 






— 






B. Punctuation 






------- 






1. Noun of direct 
address 






2. “Yes” and “no” 



1 


3. Members of a 
series 






4. Appositives 






5. Quotations 






6. Dates and 
addresses 






7. Parenthetical 
expressions 





































































































































































































LIBRARY OF CONGRESS 



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